Effects of Personally Relevant Language Materials on the Performance of Severely Aphasic Individuals

1985 ◽  
Vol 50 (4) ◽  
pp. 385-390 ◽  
Author(s):  
Gloriajean L. Wallace ◽  
Gerald J. Canter
Keyword(s):  
Reading Comprehension ◽  
Auditory Comprehension

The purpose of this study was to determine whether or not severely aphasic adults perform better with personally relevant language materials than with otherwise similar nonpersonal language materials. The subjects for this study were 24 severely aphasic individuals. Subjects responded to personally relevant and nonpersonal materials in four language tasks: auditory comprehension, speech repetition, naming, and reading comprehension. Subjects showed significantly better performance on personally relevant items than on nonpersonal items. This was true for each of the four tasks.

Differential Language and Neurologic Characteristics in Cerebral Involvement

1973 ◽  
Vol 38 (2) ◽  
pp. 162-173 ◽  
Author(s):  
Harvey Halpern ◽  
Frederic L. Darley ◽  
Joe R. Brown
Keyword(s):  
Reading Comprehension ◽  
Auditory Comprehension ◽  
Apraxia Of Speech ◽  
Intellectual Impairment ◽  
Speech Fluency ◽  
Cerebral Involvement ◽  
Neurogenic Disorder

Four groups of 10 patients, each group having a different neurogenic disorder of communication, were tested for impairment in 10 language categories. Five categories—auditory comprehension, adequacy of response, arithmetic, syntax, and naming—although impaired to some degree in all groups, did not sharply differentiate them. The most strongly differentiating disabilities in the four groups were aphasia—auditory retention span and fluency; apraxia of speech—fluency; confused language—relevance, reading comprehension, and writing of words to dictation; and general intellectual impairment—reading comprehension and auditory retention span (with preservation of relevance). The groups differed also in the onset and duration of the communication difficulty, and in the nature and locus of the neurologic problem.

Reading Comprehension in Parkinson's Disease

2014 ◽  
Vol 23 (2) ◽  
Author(s):  
Laura L. Murray ◽  
Stefanie Rutledge
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Self Report ◽  
Cognitive Test ◽  
Auditory Comprehension ◽  
Cognitive Measures ◽  
Sentence Level ◽  
High Level

Purpose Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive–linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Method Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. Result The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Conclusion Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

Eye Tracking Measures for Studying Language Comprehension Deficits in Aphasia: A Systematic Search and Scoping Review

2021 ◽  
pp. 1-15
Author(s):  
Saryu Sharma ◽  
Hana Kim ◽  
Havan Harris ◽  
Amanda Haberstroh ◽  
Heather Harris Wright ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Eye Movement ◽  
Scoping Review ◽  
Language Comprehension ◽  
Full Text ◽  
Grey Literature ◽  
Auditory Comprehension ◽  
Screening Process ◽  
Full Text Screening

Aim The aim of this scoping review is to identify the eye tracking paradigms and eye movement measures used to investigate auditory and reading comprehension deficits in persons with aphasia (PWA). Method MEDLINE via PubMed, Cochrane, CINAHL, Embase, PsycINFO, OTseeker, Scopus, Google Scholar, Grey Literature Database, and ProQuest Search (Dissertations & Theses) were searched for relevant studies. The Covidence software was used to manage the initial and full-text screening process for the search. Results and Discussion From a total of 1,803 studies, 68 studies were included for full-text screening. In addition, 418 records from gray literature were also screened. After full-text screening, 16 studies were included for this review—12 studies for auditory comprehension in PWA and four studies for reading comprehension in PWA. The review highlights the use of common eye tracking paradigms used to study language comprehension in PWA. We also discusse eye movement measures and how they help in assessing auditory and reading comprehension. Methodological challenges of using eye tracking are discussed. Conclusion The studies summarized in this scoping review provide evidence that the eye tracking methods are beneficial for studying auditory and reading comprehension in PWA.

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

2013 ◽  
Vol 44 (4) ◽  
pp. 348-359 ◽  
Author(s):  
Ivy N. Y. Tang ◽  
Carol K. S. To ◽  
Brendan S. Weekes
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Writing Systems ◽  
Inference Making ◽  
Comprehension Skills ◽  
English Speaking ◽  
Character Reading ◽  
The Relationship

PurposeInference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade.MethodForty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong.ResultsRegression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension.ConclusionRiddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

scholarly journals Low-Frequency vs. Theta Burst Transcranial Magnetic Stimulation for the Treatment of Chronic Non-fluent Aphasia in Stroke: A Proof-of-Concept Study

2022 ◽  
Vol 13 ◽  
Author(s):  
Ting-Yu Chou ◽  
Jia-Chi Wang ◽  
Mu-Yun Lin ◽  
Po-Yi Tsai
Keyword(s):  
Reading Comprehension ◽  
Transcranial Magnetic Stimulation ◽  
Magnetic Stimulation ◽  
Sham Group ◽  
Repetitive Transcranial Magnetic Stimulation ◽  
Low Frequency ◽  
Chronic Stroke ◽  
Auditory Comprehension ◽  
Fluent Aphasia ◽  
Theta Burst

BackgroundAlthough low-frequency repetitive transcranial magnetic stimulation (LF-rTMS) has shown promise in the treatment of poststroke aphasia, the efficacy of high-frequency rTMS (HF-rTMS) has yet to be determined.PurposeWe investigated the efficacy of intermittent theta burst stimulation (iTBS) in ameliorating chronic non-fluent aphasia and compared it with that of LF-rTMS.MethodsWe randomly assigned patients with poststroke non-fluent aphasia to an ipsilesional iTBS (n = 29), contralesional 1-Hz rTMS (n = 27), or sham (n = 29) group. Each group received the rTMS protocol executed in 10 daily sessions over 2 weeks. We evaluated language function before and after the intervention by using the Concise Chinese Aphasia Test (CCAT).ResultsCompared with the sham group, the iTBS group exhibited significant improvements in conversation, description, and expression scores (P = 0.0004–0.031), which characterize verbal production, as well as in auditory comprehension, reading comprehension, and matching scores (P < 0.01), which characterize language perception. The 1-Hz group exhibited superior improvements in expression, reading comprehension, and imitation writing scores compared with the sham group (P < 0.05). The iTBS group had significantly superior results in CCAT total score, matching and auditory comprehension (P < 0.05) relative to the 1-Hz group.ConclusionOur study findings contribute to a growing body of evidence that ipsilesional iTBS enhances the language recovery of patients with non-fluent aphasia after a chronic stroke. Auditory comprehension was more preferentially enhanced by iTBS compared with the 1-Hz protocol. Our findings highlight the importance of ipsilesional modulation through excitatory rTMS for the recovery of non-fluent aphasia in patients with chronic stroke.Clinical Trial Registration:[www.ClinicalTrials.gov], identifier [NCT03059225].

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

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