Reading experiences and use of supports by people with chronic aphasia

Kelly Knollman-Porter, Sarah E. Wallace, Karen Hux, Jessica Brown, Candace Long

Research output: Contribution to journalArticle

24 Scopus citations

Abstract

Background: Reading comprehension and efficiency limitations associated with chronic aphasia can negatively influence performance of essential, functional, and pleasure reading activities. Aims: The purpose of this phenomenological study was to describe the pre- and post-aphasia reading experiences of adults with chronic, acquired reading challenges and to understand the feelings and preferences of these individuals regarding various supports and strategies. Methods & Procedures: Six individuals with chronic reading comprehension deficits associated with aphasia completed written questionnaires, participated in semi-structured interviews, and were observed engaging with reading materials typical of those preferred pre- and post-aphasia. Outcomes & Results: Two major themes emerged from the data analysis: (1) changes in reading experiences post-aphasia and (2) use of supports and strategies to facilitate improved reading comprehension and efficiency. Although reading limitations prevented participants from resuming pre-aphasia occupations or reading activities, all continued to access personally relevant information through the written modality. All participants implemented supports and strategies to improve comprehension and efficiency as much as possible when performing functional reading tasks. Conclusions: Reading limitations can negatively impact life participation in functional and pleasurable activities post-aphasia. Although consistent themes appeared across participants, individualised preferences emerged regarding reading activities and use of supports and strategies.

Original languageEnglish (US)
Pages (from-to)1448-1472
Number of pages25
JournalAphasiology
Volume29
Issue number12
DOIs
StatePublished - Dec 2 2015

Keywords

  • aphasia
  • phenomenological
  • reading
  • strategies
  • supports

ASJC Scopus subject areas

  • Otorhinolaryngology
  • Language and Linguistics
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Neurology
  • Clinical Neurology
  • LPN and LVN

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  • Cite this

    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. https://doi.org/10.1080/02687038.2015.1041093