SLPCase SeriesNeuropsychological rehabilitation2018

The nature and treatment of phonological text agraphia.

Pélagie M Beeson, Kindle Rising, Andrew T DeMarco and 2 others

PMID 27392251

WHAT IT FOUND

Four people with writing difficulty after stroke wrote more grammatically after phonological treatment, spelling treatment, homework, spell-checker, and, for one, reading treatment.

Well-formed written sentences rose from 35% to 73.1%, but this was a small case series.

Key findings

01All four had marked nonword reading and spelling difficulty, with average lexicality effects of 57.5% for reading and 65% for spelling.

02Their written sentence construction was notably impaired compared with their spoken grammar.

03After a package including phonological treatment, interactive spelling treatment, homework, an electronic spell-checker, and, for one participant, oral reading treatment, the group's well-formed written sentences rose from 35% to 73.1%.

STILL TO COME

How it was doneWhat they foundWhat it means for SLPs

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What it does not show

Only four participants were studied, so the results are a case series rather than evidence of an average effect. The authors say the pattern emerged post hoc and they did not predict that phonological treatment would improve written sentence grammar. The treatment package included phonological treatment, interactive spelling treatment, homework, an electronic spell-checker, and, for one participant, oral reading treatment, so the contribution of any single component cannot be separated. Written narratives were self-generated and collected on different days, so direct word-by-word or sentence-by-sentence comparisons were not possible. Two participants were only 4 months post-stroke, and the authors cannot entirely rule out natural recovery. Participants had average or better pre-stroke language, normal hearing, and preserved nonverbal problem solving, so it may not apply to people with more severe or broader impairments.

The easy way to misread this

Do not conclude that phonological treatment alone caused the grammar gains, because all participants also received interactive spelling treatment, homework, an electronic spell-checker, and one also received oral reading treatment. The authors say the components cannot be teased apart, and this was a four-person case series.

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