scholarly journals Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling

2015 ◽  
Vol 58 (5) ◽  
pp. 1521-1537 ◽  
Author(s):  
Esther S. Kim ◽  
Kindle Rising ◽  
Steven Z. Rapcsak ◽  
Pélagie M. Beeson
Keyword(s):  
Word Reading ◽  
Treatment Approach ◽  
Combined Treatment ◽  
Case Series ◽  
Therapeutic Effects ◽  
Single Word ◽  
Pure Alexia ◽  
Text Reading ◽  
Single Word Reading ◽  
Reading And Spelling

Purpose Damage to left ventral occipito-temporal cortex can give rise to written language impairment characterized by pure alexia/letter-by-letter (LBL) reading, as well as surface alexia and agraphia. The purpose of this study was to examine the therapeutic effects of a combined treatment approach to address concurrent LBL reading with surface alexia/agraphia. Method Simultaneous treatment to address slow reading and errorful spelling was administered to 3 individuals with reading and spelling impairments after left ventral occipito-temporal damage due to posterior cerebral artery stroke. Single-word reading/spelling accuracy, reading latencies, and text reading were monitored as outcome measures for the combined effects of multiple oral re-reading treatment and interactive spelling treatment. Results After treatment, participants demonstrated faster and more accurate single-word reading and improved text-reading rates. Spelling accuracy also improved, particularly for untrained irregular words, demonstrating generalization of the trained interactive spelling strategy. Conclusion This case series characterizes concomitant LBL with surface alexia/agraphia and demonstrates a successful treatment approach to address both the reading and spelling impairment.

scholarly journals The functional anatomy of single-word reading in patients with hemianopic and pure alexia

Brain ◽  
2001 ◽  
Vol 124 (3) ◽  
pp. 510-521 ◽  
Author(s):  
A. P. Leff ◽  
H. Crewes ◽  
G. T. Plant ◽  
S. K. Scott ◽  
C. Kennard ◽  
...  
Keyword(s):  
Word Reading ◽  
Functional Anatomy ◽  
Single Word ◽  
Pure Alexia ◽  
Single Word Reading

Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia

2020 ◽  
Vol 29 (4) ◽  
pp. 2039-2048
Author(s):  
Kimberly G. Smith ◽  
Anna E. Ryan
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Word Reading ◽  
Silent Reading ◽  
Single Word ◽  
Reading Tests ◽  
Reading Accuracy ◽  
Connected Text ◽  
Text Reading ◽  
Single Word Reading

Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.

Differential components of sentence comprehension: Beyond single word reading and memory

NeuroImage ◽  
2006 ◽  
Vol 29 (2) ◽  
pp. 429-438 ◽  
Author(s):  
L.E. Cutting ◽  
A.M. Clements ◽  
S. Courtney ◽  
S.L. Rimrodt ◽  
J.G.B. Schafer ◽  
...  
Keyword(s):  
Sentence Comprehension ◽  
Word Reading ◽  
Single Word ◽  
Single Word Reading

scholarly journals Brain Activation During Reading in Deep Dyslexia: An MEG Study

2000 ◽  
Vol 12 (4) ◽  
pp. 622-634 ◽  
Author(s):  
Matti Laine ◽  
Riitta Salmelin ◽  
Päivi Helenius ◽  
Reijo Marttila
Keyword(s):  
Semantic Processing ◽  
Semantic Analysis ◽  
Right Hemisphere ◽  
Word Reading ◽  
Brain Activity ◽  
Temporal Cortex ◽  
Single Word ◽  
Lexical Semantic ◽  
Deep Dyslexia ◽  
Single Word Reading

Magnetoencephalographic (MEG) changes in cortical activity were studied in a chronic Finnish-speaking deep dyslexic patient during single-word and sentence reading. It has been hypothesized that in deep dyslexia, written word recognition and its lexical-semantic analysis are subserved by the intact right hemisphere. However, in our patient, as well as in most nonimpaired readers, lexical-semantic processing as measured by sentence-final semantic-incongruency detection was related to the left superior-temporal cortex activation. Activations around this same cortical area could be identified in single-word reading as well. Another factor relevant to deep dyslexic reading, the morphological complexity of the presented words, was also studied. The effect of morphology was observed only during the preparation for oral output. By performing repeated recordings 1 year apart, we were able to document significant variability in both the spontaneous activity and the evoked responses in the lesioned left hemisphere even though at the behavioural level, the patient's performance was stable. The observed variability emphasizes the importance of estimating consistency of brain activity both within and between measurements in brain-damaged individuals.

Investigation of the Functional Neuroanatomy of Single Word Reading and Its Development

2018 ◽  
pp. 203-223
Author(s):  
Erica D. Palmer ◽  
Timothy T. Brown ◽  
Steven E. Petersen ◽  
Bradley L Schlaggar
Keyword(s):  
Word Reading ◽  
Functional Neuroanatomy ◽  
Single Word ◽  
Single Word Reading

The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

2004 ◽  
Vol 47 (6) ◽  
pp. 1424-1439 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice Light ◽  
David McNaughton ◽  
Kathryn Drager ◽  
Carol Hammer
Keyword(s):  
Direct Instruction ◽  
Augmentative And Alternative Communication ◽  
Reading Skills ◽  
Word Reading ◽  
Instructional Program ◽  
Future Research ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

Dissociation in Musical Reading: A Musician Affected by Alexia without Agraphia

1990 ◽  
Vol 7 (3) ◽  
pp. 259-272 ◽  
Author(s):  
A. M. Fasanaro ◽  
D. L. A. Spitaleri ◽  
R. Valiani ◽  
D. Grossi
Keyword(s):  
Word Reading ◽  
Internal Representation ◽  
Music Reading ◽  
Ischemic Lesion ◽  
Representational System ◽  
Pure Alexia ◽  
Professional Musician ◽  
Musical Scores ◽  
Text Reading ◽  
Linguistic Functions

Previous works have postulated a similarity between music reading and text reading. Therefore it is interesting to evaluate both of these functions in an alexic subject. The patient investigated is a professional musician who had an ischemic lesion in the left temporoparieto-occipital region. Text reading showed pure alexia in which both the phonological and global routes were damaged. His ability to read correctly via matching tests showed that the word-form system was preserved. The reading of musical scores was damaged too and showed a dissociation between the reading of ideograms and rhythms (preserved) and the reading of notes (impaired). The results of note reading were analogous to those of word reading. Furthermore, the patient could read notes correctly via matching tests. On the basis of these findings, we propose a model of music reading where the reading of notes is based on a representational system analogous to that of words (the so-called internal language) whereas reading of ideograms and rhythms occurs via an internal representation unrelated to linguistic functions.

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