Introduction
Writing treatment for aphasia using phonological training works best when speaking nonsense. Either nonsense or Italian. Six writing treatment studies demonstrate that research for phonological training treatment is at Phase II. Such treatment would be in a Phase III level of evidence if the studies reviewed had quasi-experimental studies or closer examinations of efficacy. Phonological writing treatment is still in Phase II as illustrated by these three similarities in research efficacy: first, how inconsistent procedures in research obscure a standardized research protocol; second, how irrelevant outcomes confuse data; and third, how the lack of clearly defined participant characteristics mar research results. The purpose of this paper is to demonstrate that though writing treatment using phonological training may have some benefits for some patients with aphasia, the treatment is generally at a Phase II level of evidence with little sign of moving to the quasi-experimental Phase III level.
Procedures
One barrier for phonological research to move to Phase III is inconsistent procedures. The cognitive model is a central feature of the treatment, but the studies in this review used different versions of the cognitive model. Beeson, Rising, Kim, and Rapcsak (2008) use a simple version of the cognitive model comprised of “dual-route model of single-word processing”(p.708) showing the distinction between written and spoken words and their relationship to the internal language concept. Kiran’s (2005) cognitive model shows similar visual and aural inputs but no clear writing or speaking output. Luzzatti, Columbo, Frustaci, and Vitolo (2000) include the “information processing model for picture naming, word nami...
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This is supported by Gathercole, Willis, Emslie and Baddeley (1992) who stated that the phonological component, in the working memory, is engaged with the development of vocabulary acquisition. Gathercole et al stated that the phonological loop is accountable for manipulation of speech-based information. In addition, phonological working memory plays a major role towards vocabulary learning on young children (Haughey, 2002). This has drastical...
According to the World Health Organization, 795,000 Americans suffer a stroke each year and of the survivors, twenty-five to forty percent will acquire aphasia. The National Aphasia Association defines aphasia as “an impairment of language, affecting the production or comprehension of speech and the ability to read or write.” Many of these people suffering from aphasia will undergo therapy at some point in time. Several approaches have been proven effective in lessening the symptoms of aphasia. A recent topic of interest over the last two decades has been the role that intensity plays in aphasia therapy. Several studies have been done to evaluate language outcomes for patients undergoing intensive versus non-intensive aphasia therapy, as well as to identify the specific intensive therapies that are effective. One such type of therapy is the Constraint-Induced Language Therapy (CILT). Another topic of interest in the aphasia community is regarding the “window of recovery” for those suffering from aphasia. It was commonly believed that language recovery from aphasia plateaus off within the first year following a stroke (Pedersen et al., 1995); however, new evidence suggests that when an intensive therapy such as CILT is implemented, results can be seen many years later. The present paper will investigate the role that intensity plays in aphasia therapy, take a closer look at CILT versus other approaches, and evaluate current research regarding the “window of recovery” in patients with aphasia.
I became inspired to become a speech-language pathologist when I first watched the film, Paulie. This film depicted a small girl, named Marie that had a speech impediment, which caused her to stutter. In order to improve Marie’s speech her mother would pronounce certain sounds and practice daily with her. While watching this film I began to realize that there is a number of individuals in our population that have different speech impairments. As I noticed how the character of Marie struggled with her speech impairment I sought to research the different treatments for individuals similar to Marie, and came across speech therapy and speech-language pathologists. I have always been fascinated by language and how it is essential in communication. I view speech-language pathologists as having a major role in helping
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Vandewalle, E., Boets, B., Ghesquière, P., & Inge, Z. (2012). Development of Phonological Processing Skills With and Without Literacy Delay: A 3-Year Longitudinal Study. Journal Of Speech, Language, And Hearing, 1053-1067.
The Phonological Components Analysis treatment program is an Internet-based program designed to improve naming deficits in individuals with aphasia. This audio program was accessed remotely by both the participant and the clinician. The clinician presented pictures and target words on the computer screen which included a question for the participant to answer, such as “What sound does this picture end with?” Then results for the three usability elements were
Speech Language Pathology helps solve or improve situations with language and speech. Some of the things that works are: articulation, fluency, and oral motor disorders. In the articulation disorders we can found: the difficulties in producing sound and the correct pronunciation of words. In the other hand the fluency and the oral motor disorders we found di...
Scientist have proven ¨Dyslexia is a chronic problem that affects the life of subjects and often influences their life choices¨ (“A Psychometric Tool for a Virtual Reality Rehabilitation Approach for Dyslexia.”). Meany students with dyslexia do not further their education from a highschool diploma simply because of their struggle in school. With help from redilation a student may want to get a college degree and follow their passion for their dream job. It was found that ¨Treatment options included remediation and compensatory strategies¨ (“Health Library.”). Remediation is different ways of teaching that helps dyslexic learn language skills; such as, over-teaching and teaching small amounts at a time. In addition, compensatory strategies are ways to work around dyslexia; to clarify, by using audio taped classroom lessons, computer grammar and spelling checks, and extended time on test and assignments. By diagnosing an adolescent with dyslexia the teachers and parents can access which rehabilitation option is best for their student to succeed in school and
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
Torgesen. J, Wagner.R, Rashotte. C, Burgess. S & Hecht. S . (1997). Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children. Scientific Studies of Reading. 1 (2), 161-185.
There comes a time in our life when we know what we want to say, but it does not come out the way we thought it would. Such as being worried about reading out loud in class, going up to an employee in a fast food restaurant to order a simple meal, or making a presentation in class can be terrifying for most individuals with an articulation disorder. An articulation disorder consist of having difficulties producing sounds, substituting sounds, leaving out letters in a word, or adding or changing letters in a word. In most cases when individuals have trouble articulating words he/she might have problems with the main articulators which include: the jaw, lips, teeth, tongue, velum, alveolar ridge, and hard/soft palate. These articulators play
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
The traditional theory of phonics was established in the early nineteenth century. Up until the early nineties, phonics was the only way that a child was taught to read in a classroom setting. Phonics can be defined as the “association of letters or combinations of letters with their appropriate speech sounds. Phonics also includes the understanding of the principals that govern the use of letters in words” (Cooley, 2003). By using the phonics method the student is able to sound out a word that is unfamiliar to them when they are reading. The student is taught to dissect unfamiliar words into smaller parts and then join the familiar parts back together again to form single words. By learning these letter-sound relationships the student is provided with a “decoding” formula that they can use whenever they come across a word that they are unfamiliar with. Phonics is not only used when learning to read but also when the child is learning how to write. When the child is spelling, phonics helps them to write the appropriate letters for the sounds that they hear.