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Aphasia and text writing

Journal article
Authors Ingrid Behrns
Elisabeth Ahlsén
Asa Wengelin
Published in International Journal of Language and Communication Disorders
Volume 45
Issue 2
Pages 230-243
ISSN 1368-2822
Publication year 2010
Published at Centre of Interdisciplinary Research/Cognition/Information. SSKKII (2010-)
Institute of Neuroscience and Physiology, Department of Clinical Neuroscience and Rehabilitation
Department of Philosophy, Linguistics and Theory of Science
Pages 230-243
Language en
Links dx.doi.org/10.3109/1368282090293642...
Keywords aphasia, text writing
Subject categories Communication Studies, Specific Languages

Abstract

Background: Good writing skills are needed in almost every aspect of life today, and there is a growing interest in research into acquired writing difficulties. Most of the findings reported so far, however, are based on words produced in isolation. The present study deals with the production of entire texts. Aims: The aim was to characterize written narratives produced by a group of participants with aphasia. Methods & Procedures: Eight persons aged 28-63 years with aphasia took part in the study. They were compared with a reference group consisting of ten participants aged 21-30 years. All participants were asked to write a personal narrative titled 'I have never been so afraid' and to perform a picture-based story-generation task called the 'Frog Story'. The texts were written on a computer. Outcome & Results: The group could be divided into participants with low, moderate, and high general performance, respectively. The texts written by the participants in the group with moderate and high writing performance had comparatively good narrative structure despite indications of difficulties on other linguistic levels. Conclusions & Implications: Aphasia appeared to influence text writing on different linguistic levels. The impact on overall structure and coherence was in line with earlier findings from the analysis of spoken and written discourse and the implication of this is that the written modality should also be included in language rehabilitation.

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