Influence of semantic relatedness and array size on single-word reading comprehension in aphasia

Aphasiology ◽  
2004 ◽  
Vol 18 (11) ◽  
pp. 1005-1013 ◽  
Author(s):  
Jennifer Howland ◽  
Robert Pierce
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Semantic Relatedness ◽  
Array Size ◽  
Single Word ◽  
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.

Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development

2004 ◽  
Vol 25 (2) ◽  
pp. 223-238 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
JOHN R. KIRBY
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Development ◽  
Morphological Awareness ◽  
Single Word ◽  
Pseudoword Reading ◽  
Two Factors ◽  
Single Word Reading

Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.

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.

Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading

2009 ◽  
Vol 47 (12) ◽  
pp. 2436-2445 ◽  
Author(s):  
Verena Thaler ◽  
Karolina Urton ◽  
Angela Heine ◽  
Stefan Hawelka ◽  
Verena Engl ◽  
...  
Keyword(s):  
Eye Movement ◽  
Word Reading ◽  
Movement Patterns ◽  
Single Word ◽  
Attentional Deficits ◽  
Single Word Reading

scholarly journals Video Visual Scene Displays With Dynamic Text: Effect on Single-Word Reading by an Adolescent With Cerebral Palsy

2020 ◽  
Vol 5 (5) ◽  
pp. 1272-1281
Author(s):  
Kelsey Mandak ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Cerebral Palsy ◽  
Augmentative And Alternative Communication ◽  
Word Reading ◽  
Visual Scene ◽  
Single Subject ◽  
Academic Vocabulary ◽  
Single Word ◽  
Alternative Communication ◽  
Communication Devices ◽  
Single Word Reading

Purpose The purpose of this study was to investigate the effect of the Transition to Literacy (T2L) feature within video visual scene displays (VSDs) on the single-word reading of academic vocabulary concepts (i.e., weather concepts) by a preliterate adolescent with cerebral palsy and minimal speech. Method A single-subject, multiple-probe, across-word-sets design was used to evaluate the effects of the intervention. The intervention used an augmentative and alternative communication app programmed with video VSDs embedded with hot spots with the T2L feature to teach the adolescent 12 academic vocabulary words. Results The adolescent acquired all target words successfully with only minimal exposure to the written words through the app and was able to generalize her learning to two novel tasks. Using Tau-U to evaluate the size of the observed effects, there were very large effects across all word sets. Conclusions The findings from this study demonstrate the effectiveness of the T2L feature to improve single-word reading in preliterate individuals with minimal speech. The use of video VSDs and T2L technology together may offer professionals a unique way to complement current augmentative and alternative communication devices and literacy instruction for adolescents with minimal speech who are preliterate.

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