Effect of Reading and Writing Based Treatment Approaches on Verbal Output

Abstract

Background: Impairments in speech-language and communication in person with aphasia (PWA) can be parsed into various sub-modules spanning across hierarchy of different linguistic and its input-output modalities. The modules are partially interdependent and overlapping, some more or less. Impairment based therapies have varying degree of generalization effect across the modality and hierarchy. Literate PWA has higher potential for recovery with or without therapy; which might be due to cross model transfer of competence. Aim: To understand the implication of simultaneous usage of reading-writing approaches and its generalization across to the modality of verbal. Methods: case study design, treatment was initiated on reading and writing tasks from word to simple sentence level, whereas generalization was tested in picture confrontation naming for nouns, verbs and spontaneous speech during picture description and narrative task. Results and discussion: Performance on functional communication, aphasic quotient and mean length utterances improved significantly along with reading and writing skills. This exemplifies the fact that therapeutic practices in reading and writing domains may have significant beneficial effect. Even results from several nonidentical patients can be accounted for by the same assumption, which could be reinforced rather than weakened by the diversity of results. Conclusion: In conclusion, findings from this exploratory study indicate that the simultaneous use of reading and writing approaches is useful in improving verbal skills. To understand the potential of this approach, it should be explored and documented through single -case studies.