Reading recovery: a case study using a multicomponent treatment for acquired alexia

Brown, Jessica; Hux, Karen; Fairbanks, Stephanie

doi:10.1080/02687038.2015.1052728

Cited by 6 publications

(1 citation statement)

References 33 publications

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“…This indicates that further text training (e.g. Multiple Oral Reading, Moyer, 1979 ; or Oral Reading for Language in Aphasia, Cherney, 2004 ) or multi-level training ( Brown et al , 2015 ) may be required to overcome the additional syntactic, semantic or verbal working memory deficits that impede text reading in central alexia.…”

Section: Discussionmentioning

confidence: 99%

Randomized trial of iReadMore word reading training and brain stimulation in central alexia

Woodhead

Kerry

Mejía

et al. 2018

Brain

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Section: Discussionmentioning

confidence: 99%

Randomized trial of iReadMore word reading training and brain stimulation in central alexia

Woodhead

Kerry

Mejía

et al. 2018

Brain

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Alexia and Agraphia Intervention Following Traumatic Brain Injury: A Single Case Study

Hux

Mahrt

2019

Am J Speech Lang Pathol

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Purpose This case study documents the effectiveness of a multicomponent intervention for an adolescent with acquired alexia and agraphia following severe traumatic brain injury. Method Initial testing revealed severe central alexia and surface agraphia with concomitant anomic aphasia. Intervention components included sight word drills, modified Multiple Oral Reading (MOR) procedures, functional reading tasks, and modified Copy and Recall Treatment. Intervention spanned 2 months with sessions 5 days per week. Data collection and analysis involved monitoring sight word decoding, reading speed and decoding errors during MOR, and spelling accuracy of Copy and Recall Treatment words. Follow-up testing occurred at intervention conclusion. Results Sight word mastery for 315 words progressed from 66.35% to 100% over 5 weeks and was maintained thereafter. MOR materials progressed from Grade 1 to Grade 5. Initial reading speed was 31 words per minute with errors on 15% of words. At program completion, reading speed was 47 words per minute with 7% decoding errors despite increased difficulty of reading material. The participant demonstrated initial mastery of 15 spelling lists containing 15 words each and sustained mastery (2 additional consecutive weeks of 100% accuracy) of 8 lists. Follow-up assessment revealed improvements consistent with 3–4 grade levels but persistent impairment relative to premorbid functioning. Conclusion The multicomponent program was effective in promoting substantial improvement, although surface alexia and agraphia persisted after 2 months of treatment. The case provides an example of the type and extent of progress possible given minimal initial recovery but systematic intervention within the context of intensive postacute rehabilitation.

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Motivation Theory and Practice in Aphasia Rehabilitation: A Scoping Review

Biel

Enclade

Richardson

et al. 2022

Am J Speech Lang Pathol

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Purpose: In the aphasia literature, motivation has been described as potentially influencing rehabilitation outcomes, and there are reports that researchers and clinicians have acted to promote it. However, studies directly investigating the range of beliefs and practices surrounding motivation do not exist currently. The purpose of this scoping review is to develop themes related to the beliefs and practices appearing in the recent aphasia literature. Method: Four databases (CINAHL, PsycINFO, PubMed, and Google Scholar) were searched using keywords aphasia and motivation (including derivatives such as motiv*) for articles published between 2009 and 2020. Searches returned 19,731 articles; after deleting duplicates and applying inclusionary criteria, 365 articles remained. In each article, text surrounding the term motivation was highlighted and thematic analysis was applied to these quotations. Results: Sixteen themes were developed through thematic analysis and placed into two groups. The first group contained five themes suggesting that researchers believed that motivation should be studied and recognized the value of motivation in person(s) with aphasia when participating in research or clinical activities. The second group contained 11 themes reporting diverse beliefs and practices in how motivation is incorporated in research and clinical activities. Conclusions: Results from this scoping review suggest that aphasia researchers, clinicians, and persons with aphasia hold beliefs about motivation that can influence clinical and research decisions. In general, beliefs and decisions related to motivation appeared to be guided by intuition rather than theories of motivation. These themes are discussed within the context of three psychological needs proposed by self-determination theory: competency, autonomy, and relatedness. Applying theories of motivation to future study in aphasia rehabilitation will guide work that can provide empirical support for these beliefs.

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Reading recovery: a case study using a multicomponent treatment for acquired alexia

Cited by 6 publications

References 33 publications

Randomized trial of iReadMore word reading training and brain stimulation in central alexia

Randomized trial of iReadMore word reading training and brain stimulation in central alexia

Alexia and Agraphia Intervention Following Traumatic Brain Injury: A Single Case Study

Motivation Theory and Practice in Aphasia Rehabilitation: A Scoping Review

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