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ACQ
Volume 12, Number 1 2010
ACQ
uiring knowledge in speech, language and hearing
a measure often used to determine functional reading level,
is not a sensitive, nor perhaps a sensible intervention target.
This is especially the case when the strategies typically slow
the pace in favour of accuracy and comprehension.
Previous research has suggested that single-word
level therapy programs are effective for acquired reading
difficulties (e.g., DePartz, 1986; Peach, 2002). The findings
from the current study support those by Coelho (2005) that
suggest that text-level functional reading therapy is also
effective for people with acquired reading difficulties. The
results are promising, particularly given the limited length
(5–6 therapy sessions), and suggest that improvements were
seen in participants who were more than four years post-
brain-damage, including two participants who were more
confidence following the reading program. Other
improvements that were relevant to some but not all of the
participants included increased test scores on MWHLLT
sections (association naming, naming, sentence construction
and passage recall) and increased length of summaries
(reflecting more detail recalled). Participants generally
reported less negative emotions post therapy. Other
psychosocial benefits that were reported by some but not all
of the participants included a feeling of control over one’s life,
the joy in achieving something positive, and also increased
participation, independence and patience with reading. Two
participants had visited their local libraries, and two
participants also engaged more in the activities or processes
of the day centre. Finally, the study shows that reading rate,
Table 3. Participants’ pre and post therapy measures
Participant
Extract
Number of reading errors
Reading rate (in minutes;
Reading comprehension (number
Number
seconds)
of questions correct, total = 6)
Pre-therapy Post-therapy
Pre-therapy
Post-therapy
Pre-therapy
Post-therapy
MM
1
61
43
12;14
12;3
N/A
N/A
2
54
32
11;6
9;39
N/A
N/A
PW
1
9
5
7;55
6;20
1
3
2
13
7
7;50
7
3
6
3
12
6
10;50
7
0
3
KJ
1
46
30
3;40
3;20
2
6
2
19
13
2;50
4;19
3
5
TU
% of total words
Reading aloud
1
17.3
8.9
2;7
2;3
4
4.5
2
18.7
7.6
3;4
3;2
4
5
3
18.9
6.8
3;23
3;20
3
4
4
18
4.4
2;33
2;30
2
4.5
5
18
8.2
2;46
2;43
2
4
Note: Results for the four study participants collected pre and post therapy using a range of reading extracts of varying complexity.
Table 4. Psychosocial measurements
Participant
Reading confidence
Participant feedback questionnaire
Key-worker feedback questionnaire
questionnaire* Pre/post
MM
Negative change
Increased confidence
Increased feeling of control over his life
Confidence 45/34
Improved patience with reading
Achieved something positive during a
Emotions 23/26
difficult time in his life
Project encouraged regular attendance at
day centre
PW
Positive change
Felt more free to read by herself
Increased confidence;
Confidence 37/47
Reading was much more enjoyable
Learnt methods to help her to retain
Emotions 15/8
Confidence in reading had increased
information when reading;
Reported visiting the library three times during the
Gained a very positive attitude through
6 weeks of therapy
taking part in the study
Prior to the project, she never visited the library
because there was “no assistance”
TU
Variable
Entering into more discussions about the morning
N/A
Confidence 30/42
papers at his day centre
Emotions 17/16
Reported having conversations with people about
what he had read
Identified that underlining keywords as a strategy in
recalling information
KJ
Positive change
Reported that the project provided him with
Confidence in taking part in goal setting
Confidence 11/14 (out of 20) “strategies to use for the future”
activities
Emotions 12/5 (out of 15)
Reported it had given him a way of “learning new things” Overall self-esteem improved
Took up more leisure pursuits such as going to the library
* The range of scores for Reading confidence is 12 to 60, with 60 being the most desirable level the participant can attain. The range of scores for
Reading emotions is 7 to 35, with 7 being the most desirable level of negative emotions the participant can attain.