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.
|Publication status||Published - 15 Aug 2017|