Reading Comprehension in aphasia: Exploring the relationship between linguistic profile and personal perception
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1
Newcastle University, Speech and Language Sciences, United Kingdom
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2
Heriot Watt University, United Kingdom
Introduction
Reading difficulties are a common feature of aphasia, including difficulties with decoding and comprehension and reduced reading efficiency (Knollman-Porter, Wallace, Hux, Brown, & Long, 2015). Reading comprehension is an everyday activity, with reading difficulties impacting participation in a wide range of social, leisure and work activities (Knollman-Porter et al., 2015; Parr, 1995). However, reading preferences and practices differ between individuals (Parr, 1995) and thus the impact of reading difficulties may also differ significantly. When assessing reading comprehension, it is important to consider both the linguistic difficulties and their impact for the individual person with aphasia. This study considers the relationship between performance on linguistic assessment and the person’s perception of their reading.
Method
The Comprehensive Assessment of Reading in Aphasia was developed, with assessment of written comprehension of single words, sentences and paragraphs. Overall proportion correct was calculated for each linguistic level. Participants also completed an aphasia friendly and therapist supported questionnaire consisting of four sections: current reading ability and difficulties, feelings about reading, reading activity and strategies to support reading. The first three sections consisted of rating scales allowing a total score to be calculated; higher scores were indicative of less difficulty and more positive feelings about reading. Data will be presented summarizing performance of 74 people with aphasia who completed all of the tasks. People were recruited with a diagnosis of aphasia, with no specification about reading difficulty to ensure a diverse sample.
Results
Significant positive correlations were found between comprehension accuracy between single word and sentence, single word and paragraph and sentence and paragraph, highlighting a strong relationship between the linguistic assessments of reading. Comprehension accuracy was less strongly associated with rated perception of reading ability and feelings about reading, although the correlations between single word and sentence comprehension accuracy and the questionnaire scores were still significant. Two individual case studies will be presented who illustrate differences between results on the linguistic assessments and the person’s perceptions about the impact of their reading difficulty. P1 had severe comprehension difficulties on testing but rated her reading ability and activity positively. P2’s reading comprehension was less impaired than P1. However, he was unhappy with his reading, reporting it was less enjoyable, more effortful, slow and that he was less confident about reading.
Discussion
Reading comprehension accuracy varied across the group of people with aphasia, with performance at single word level strongly associated with accuracy at sentence and paragraph level. Performance also related to ratings given on the reading questionnaire, with people with less severe reading comprehension difficulties generally rating their reading as less problematic and reporting more positive feelings about their reading. However, there was more variation in the relationship between linguistic assessment and questionnaire ratings. This is likely to reflect individual differences in the importance of reading and reading preferences and reinforces the importance of considering reading from the individual’s perspective.
References
Knollman-Porter, K., Wallace, S. E., Hux, K., Brown, J., & Long, C. (2015). Reading experiences and use of supports by people with chronic aphasia. Aphasiology, 29(12), 1448-1472.
Parr, S. (1995). Everyday reading and writing in aphasia: role change and the influence of pre-morbid literacy practice. Aphasiology, 9(3), 223-238.
Keywords:
Aphasia,
reading comprehension,
alexia,
Speech Therapy,
assessment methods
Conference:
54th Annual Academy of Aphasia Meeting, Llandudno, United Kingdom, 16 Oct - 18 Oct, 2016.
Presentation Type:
Platform Sessions
Topic:
Academy of Aphasia
Citation:
Webster
J,
Morris
J,
Howard
D and
Garraffa
M
(2016). Reading Comprehension in aphasia: Exploring the relationship between linguistic profile and personal perception.
Front. Psychol.
Conference Abstract:
54th Annual Academy of Aphasia Meeting.
doi: 10.3389/conf.fpsyg.2016.68.00007
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Received:
20 Apr 2016;
Published Online:
15 Aug 2016.
*
Correspondence:
Dr. Janet Webster, Newcastle University, Speech and Language Sciences, Newcastle upon Tyne, United Kingdom, janet.webster@newcastle.ac.uk