1/26. Musical alexia for rhythm notation: a discrepancy between pitch and rhythm.In the process of reading music, the reading of rhythm and pitch might be differentiated, although there is no evidence of this to date. There have been cases of disorders restricted to the reading of pitch, but none in which the disorder has been restricted to the reading of rhythm. We present a case of musical alexia and agraphia with Wernicke's aphasia. An in-depth assessment of the subject's musical reading ability showed that her musical alexia was restricted to unfamiliar melodies. When a melody was divided into rhythm elements and pitch elements, pitch reading was preserved, but rhythm reading was severely disturbed. This is the first case reported of a disorder restricted to rhythm reading, and suggests the independence of rhythm reading and pitch reading.- - - - - - - - - - ranking = 1keywords = reading, alexia (Clic here for more details about this article) |
2/26. Fluent aphasia in children: definition and natural history.We compared the course of a preschool child we followed for 4 years with published reports of 24 children with fluent aphasia. Our patient spoke fluently within 3 weeks of the injury. She was severely anomic and made many semantic paraphasic errors. Unlike other children with fluent aphasia, her prosody of speech was impaired initially, and her spontaneous language was dominated by stock phrases. Residual deficits include chronic impairment of auditory comprehension, repetition, and word retrieval. She has more disfluencies in spontaneous speech 4 years after her head injury than acutely. School achievement in reading and mathematics remains below age level. attention to the timing of recovery of fluent speech and to the characteristics of receptive and expressive language over time will permit more accurate description of fluent aphasia in childhood.- - - - - - - - - - ranking = 0.094464830694905keywords = reading (Clic here for more details about this article) |
3/26. reading aloud in jargonaphasia: an unusual dissociation in speech output.A patient is described who showed several dissociations between oral and written language processing after bilateral retrorolandic vascular lesion. Dissociation was firstly between abolished auditory comprehension and preserved written comprehension and then involved confrontation naming, clearly superior in the written modality. The third striking dissociation involved oral output; spontaneous speech, although fluent and well articulated, consisted of neologistic jargon, while reading aloud was clearly superior though not perfect. Data are discussed with reference to a cognitive model of word processing. The pattern of dissociation in word production may be due to a failure in retrieving the phonological word form from the semantic system.- - - - - - - - - - ranking = 0.094464830694905keywords = reading (Clic here for more details about this article) |
4/26. Treating attention in mild aphasia: evaluation of attention process training-II.This study examined whether attention processing training-II [Sohlberg, M. M., Johnson, L., Paule, L., Raskin, S. A., & Mateer, C. A. (2001). attention Process Training-II: A program to address attentional deficits for persons with mild cognitive dysfunction (2nd ed.). Wake Forest, NC: Lash & Associates.; APT-II], when applied in the context of a multiple baseline ABA design, would improve the attention abilities of RW, a patient with mild conduction aphasia and concomitant attention and working memory deficits. We also explored whether APT-II training would enhance RW's auditory comprehension, other cognitive abilities such as memory, and his and his spouse's perceptions of his daily attention and communication difficulties. With treatment, RW improved on trained attention tasks and made modest gains on standardized tests and probes that evaluated cognitive skills related to treatment activities. Nominal change in auditory comprehension and untrained attention and memory functions was observed, and neither RW nor his spouse reported noticeable improvements in his daily attention or communication abilities. These and previous findings indicate that structured attention retraining may enhance specific attention skills, but that positive changes in broader attention and untrained functions are less likely. learning OUTCOMES: As a result of reading this article, the participant will be able to: (1) summarize the previous literature regarding attention impairments and treatment approaches for patients with aphasia. (2) describe how attention Processing Training-II affected the attention, auditory comprehension, and other cognitive abilities of the patient in this study.- - - - - - - - - - ranking = 0.094464830694905keywords = reading (Clic here for more details about this article) |
5/26. Mechanisms for accessing lexical representations for output: evidence from a category-specific semantic deficit.We report the performance of a neurologically impaired patient, JJ, whose oral reading of words exceeded his naming and comprehension performance for the same words--a pattern of performance that has been previously presented as evidence for "direct, nonsemantic, lexical" routes to output in reading. However, detailed analyses of JJ's reading and comprehension revealed two results that do not follow directly from the "direct route" hypothesis: (1) He accurately read aloud all orthophonologically regular words and just those irregular words for which he demonstrated some comprehension (as indicated by correct responses or within-category semantic errors in naming and comprehension tasks); and (2) his reading errors on words that were not comprehended at all (but were recognized as words) were phonologically plausible (e.g., soot read as "suit"). We account for these results by proposing that preserved sublexical mechanisms for converting print to sound, together with partially preserved semantic information, serve to mediate the activation of representations in the phonological output lexicon in the task of reading aloud. We present similar arguments for postulating an interaction between sublexical mechanisms and lexical output components of the spelling process.- - - - - - - - - - ranking = 0.47232415347453keywords = reading (Clic here for more details about this article) |
6/26. Deep dysphasia: analysis of a rare form of repetition disorder."Deep dysphasia" is the parallel in repetition to the reading impairment deep dyslexia. Our patient, S.M., showed part of speech, word/nonword, and concreteness effects in repetition, and he made semantic errors, but his oral reading was relatively spared. Further testing indicated that S.M. did not have difficulty perceiving spoken stimuli or deciding their lexical status, but he was deficient at semantically processing spoken words. Moreover, his phonemic memory was severely impaired. We argue that the routes for repetition (lexical and nonlexical) that function without semantic mediation were defective and that deficits in phonemic memory further diminished their effectiveness, since initial phonological encoding of spoken words was not available to guide the output stages of phonological processing. In addition, the semantically mediated route for repetition was unreliable because semantic processing was faulty and S.M. could not accurately label concepts.- - - - - - - - - - ranking = 0.2117286982193keywords = reading, dyslexia (Clic here for more details about this article) |
7/26. Impaired activation of the phonological lexicon: effects upon oral reading.The role of the phonological lexicon in oral reading is examined in a patient with a small focal left hemisphere lesion. Impaired access to the patient's phonological lexicon is suggested by a number of findings, including the production of phonemic errors across a variety of tasks; increasing difficulty in word production with increasing word length; and difficulty on tests of homophone and rhyme judgments. Two competing models of reading are tested: the nonlexical ("rules") and the lexical ("no-rules") models. The rules model predicts that a disturbance in the phonological lexicon will result in surface alexia; the no-rules model predicts phonological alexia. Results indicate that the patient's reading is most similar to phonological alexia, providing support for the no-rules model. The applicability of the no-rules model to other forms of acquired alexia is explored.- - - - - - - - - - ranking = 0.69815494356497keywords = reading, alexia (Clic here for more details about this article) |
8/26. Formal paraphasias: a single case study.A case study is reported of an aphasic patient, RB, who showed frequent form-related whole-word substitutions in oral naming, writing to dictation, and reading aloud. In both written language tasks, the abstractness of the targets influenced the number of formal errors. In oral naming, a high proportion of formal paraphasias was related to the intended words in both form and meaning. A comparison between targets and formal paraphasias indicated a high agreement both in word class, number of syllables, stress pattern, and in basic (stressed) vowels. The agreement in consonants (including word-initial consonants), however, was low. It is argued that RB's formal substitutions are not caused solely by errors of lexical selection but that semantic, lexical, and segmental factors contribute to the error outcome.- - - - - - - - - - ranking = 0.094464830694905keywords = reading (Clic here for more details about this article) |
9/26. An approach to analyzing a single subject's scores obtained in a standardized test with application to the Aachen aphasia Test (AAT).methods for the analysis of a single subject's test profile(s) proposed by Huber (1973) are applied to the Aachen aphasia Test (AAT). The procedures are based on the classical test theory model (Lord & Novick, 1968) and are suited for any (achievement) test with standard norms from a large standardization sample and satisfactory reliability estimates. Two test profiles of a Wernicke's aphasic, obtained before and after a 3-month period of speech therapy, are analyzed using inferential comparisons between (groups of) subtest scores on one test application and between two test administrations for single (groups of) subtests. For each of these comparisons, the two aspects of (i) significant (reliable) differences in performance beyond measurement error and (ii) the diagnostic validity of that difference in the reference population of aphasic patients are assessed. Significant differences between standardized subtest scores and a remarkably better preserved reading and writing ability could be found for both test administrations using the multiple test procedure of Holm (1979). Comparison of both profiles revealed an overall increase in performance for each subtest as well as changes in level of performance relations between pairs of subtests.- - - - - - - - - - ranking = 0.094464830694905keywords = reading (Clic here for more details about this article) |
10/26. Direct dyslexia. Preserved oral reading of real words in Wernicke's aphasia.A 70-yr-old man was able to read aloud, without comprehending what he read, following a stroke that caused Wernicke's aphasia with severely impaired comprehension of speech. Tested on admission, and at 3 and 9 months, he could read aloud both orthographically simple and orthographically complex real words, and showed neither semantic errors, preference for nouns, nor difficulty with function words. He could not, however, read aloud orthographically simple nonwords. His disorder thus appears to be the first pure example of 'direct dyslexia', which, in contrast to previously well-documented examples of 'deep' and 'surface' dyslexia, implies the existence in reading of a direct route, independent of phonology or semantics, between visual and oral word representations.- - - - - - - - - - ranking = 0.60911837445145keywords = reading, dyslexia (Clic here for more details about this article) |
| | Next -> |