ACQ Vol 12 no 1 2010

Table 3. Participants’ pre and post therapy measures Participant Extract Number of reading errors

Reading rate (in minutes;

Reading comprehension (number of questions correct, total = 6)

Number

seconds)

Pre-therapy Post-therapy

Pre-therapy

Post-therapy

Pre-therapy

Post-therapy

MM

1 2 1 2 3 1 2 1 2 3 4 5

61 54

43 32

12;14

12;3 9;39

N/A N/A

N/A N/A

11;6

PW

9

5 7 6

7;55 7;50

6;20

1 3 0 2 3 4 4 3 2 2

3 6 3 6 5

13 12 46 19

7 7

10;50

KJ

30 13

3;40 2;50

3;20 4;19

TU

% of total words

Reading aloud

17.3 18.7 18.9

8.9 7.6 6.8 4.4 8.2

2;7 3;4

2;3 3;2

4.5

5 4

3;23 2;33 2;46

3;20 2;30 2;43

18 18

4.5

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 Confidence 45/34 Emotions 23/26

Increased confidence

Increased feeling of control over his life Achieved something positive during a difficult time in his life Project encouraged regular attendance at day centre

Improved patience with reading

PW

Positive change Confidence 37/47

Felt more free to read by herself Reading was much more enjoyable Confidence in reading had increased

Increased confidence;

Learnt methods to help her to retain

Emotions 15/8

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 Emotions 17/16

papers at his day centre

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.

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,

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ACQ Volume 12, Number 1 2010

ACQ uiring knowledge in speech, language and hearing