Multiple Oral Rereading (MOR) Treatment: Who Is It for?

Abstract

The aim of this case study was to examine whether Multiple Oral Rereading (MOR) treatment was effective in improving the reading accuracy, rate, and comprehension of text-level materials in an individual presenting with deep alexia, moderate nonfluent aphasia, and moderate apraxia of speech. Method: As in the standard MOR treatment procedures used in earlier studies (e.g., Beeson, 1998), the participant repeatedly read aloud a short story during treatment sessions and as homework until he met the treatment criterion. Then a new story was introduced. In the present study, oral reading accuracy was used as the treatment criterion instead of oral reading rate, which was used in earlier studies. The data consisted of oral reading accuracy, oral reading rate, and reading comprehension of the treatment materials as well as pre-and posttreatment assessment of oral reading accuracy and reading comprehension on external measures. Results: Our participant's oral reading accuracy improved in both the treatment context and on external measures. However, his oral reading rate during treatment and his reading comprehension of treatment stories and external measures did not reveal meaningful changes. Conclusions: The effect of the MOR treatment was limited in improving the reading ability of a client with deep alexia, Broca's aphasia, and apraxia of speech. Based on our review of past studies, we discuss the candidacy requirements and considerations for procedural modifications in adopting MOR treatment in clinical practice.

Developing a novel, contextual intervention for reading comprehension deficits in early brain injury rehabilitation

“…The ability to read and comprehend written information is required to participate in and complete many tasks of everyday living, and is an integral part of our daily communication [50]. Common reading comprehension activities range from simple tasks (e.g., understanding signs) to activities required for participation in everyday tasks (e.g., reading timetables, lists or recipes) [51] to complex activities required for independent living (e.g., reading and understanding bills and correspondence, medication management), work or…”

“…(ii) Oral reading treatments [48,50,[168][169][170][171]183]. Three specific treatments were identified: the ORLA (Oral reading for language in aphasia) [168][169][170][171]183], the MOR (Multiple Oral Re-reading) [50] and the MMOR (Modified MOR) [48]. All treatments involved assisted or joint oral reading aloud, with therapy delivered via a computer (ORLA) or a therapist (ORLA, MOR, MMOR).…”

“…Set, formalised reading stimuli were used by twelve studies for all participants [48,50,114,[168][169][170][171][172][173][174][175]182]. Eleven studies reported both the length (number of words) and complexity (grade level) of reading stimulus materials [48,50,114,[169][170][171][172][173][174][175]182]; one study reported number of words only [168] (see Table 4.2). A further study reported the number of words for stimulus materials for only one of four participants [183].…”

“…Across these studies, the reading stimulus ranged from grades 1 to 15, using texts of up to 2769 words. The method of grade level identification was reported for eight studies [48,50,114,[172][173][174][175]182], and included use of the Fry graph readability measure, the Flesch-Kincaid grade level measure, the Gunning-Fog index, and the Readability consensus measure (summarised and available at http://www.readabilityformulas.com) [186], the Scientific Research Associates reading laboratory [187] levels and the General Equivalency Diploma study guide levels (cited in [175]).…”

“…Changes to discourse level reading comprehension following ABI typically occur within the context of a CCD [31]. However they can also present in people with aphasia [50,160].…”