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of acquired dysgraphia. Aphasiology , 31 (5), 595–628, doi:1 0.1080/02687038.2016.1218435 McCloskey, M., & Rapp, B. (2017). Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology , 34 (3–4), 65–82. doi:10.1080/0 2643294.2017.1369016 Nickels, L.A. (1992). The autocue? Self-generated phonemic cues in the treatment of a disorder of reading and naming. Cognitive Neuropsychology , 9 , 155–182. Panton, A., & Marshall, J. (2008). Improving spelling and everyday writing after a CVA: A single-case therapy study. Aphasiology , 22 (2), 164–183. Parr, S. (1995). Everyday reading and writing in aphasia: Role change and the influence of pre- morbid literacy practice, Aphasiology , 9 (3), 223–238. doi:10.1080/02687039508248197 Pettit, E., & Tope, L. (2018) Retraining spelling and writing for conversation: A group intervention approach for people with aphasia and dysgraphia, Aphasiology , 32 (1), 162–164. doi:10.1080/02687038.2018.1487012 Purcell, J. J., Turkeltraub, P. E., Eden, G. F., & Rapp, B. (2011). Examining the central and peripheral processes of written word production through meta-analysis. Frontiers in Psychology , 2 (239). doi:10.3389/fpsyg.2011.00239 Rapp, B. (2002). Uncovering the cognitive architecture of spelling. In A. E. Hillis (Ed.), The handbook of adult language disorders: Integrating cognitive neuropsychology, neurology and rehabilitation (pp. 47–69). New York, NY: Psychology Press. Rapp, B., & Kane, A. (2002). Remediation of deficits affecting different components of the spelling process. Aphasiology , 16 (4–6), 439–454. doi:10.1080/02687030244000301 Raymer, A. M., Cudworth, C., & Haley, M. A. (2003). Spelling treatment for an individual with dysgraphia: Analysis of generalisation to untrained words. Aphasiology , 17 (6–7), 607–624. doi:10.1080/02687030344000058 Renvall, K., Nickels, L., & Davidson, B. (2013). Functionally relevant items in the treatment of aphasia

Dr Trudy Krajenbrink is a researcher in the area of acquired language impairment. Dr Saskia Kohnen is a senior researcher at Macquarie University and clinical director of the Macquarie University Reading Clinic. Prof Lyndsey Nickels is a research speech pathologist and professor at Macquarie University. (part I): Challenges for current practice. Aphasiology , 27 , 636–650. doi:10.1080/ 02687038.2013.786804 Sage, K., & Ellis, A. (2006). Using orthographic neighbours to treat a case of graphemic buffer disorder. Aphasiology , 20 (9), 851–870. doi:10.1080/02687030600738945 Schiller, N. O., Greenhall, J. A., Shelton, J. R., & Caramazza, A. (2001). Serial order effects in spelling errors: Evidence from two dysgraphic patients. Neurocase , 7 , 1–14. Schubert, T., & Nickels, L. (2015). Nonlinear spelling in graphemic buffer deficit. Cognitive Neuropsychology , 32 (7–8), 431–441. doi:10.1080/02643294.2016.1171751 Tainturier, M. J., & Rapp, B. (2001). The spelling process. In B. Rapp (Ed.), What deficits reveal about the human mind/brain: A handbook of cognitive neuropsychology (pp. 263–289). Philadelphia, PA: Psychology Press. Thiel, L., Sage, K., & Conroy, P. (2015). Retraining writing for functional purposes: a review of the writing therapy literature. Aphasiology , 29 (4), 423–441. doi:10.1080/02687 038.2014.965059 Thiel, L., Sage, K., & Conroy, P. (2016). The role of learning in improving functional writing in stroke aphasia. Disability and Rehabilitation , 38 (21), 2122–2134. doi:10.310 9/09638288.2015.1114038 Whitworth, A., Webster, J., & Howard, D. (2014). A cognitive neuropsychological approach to assessment and intervention in aphasia (2nd ed.). Hove, E. Sussex, UK: Psychology Press.

Correspondence to: Dr Trudy Krajenbrink Department of Cognitive Science Macquarie University, NSW 2109, Australia. e-mail: trudykrajenbrink@gmail.com

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