Evaluation of an Attention Training and Metacognitive Facilitation Intervention for Reading Comprehension in Mild Aphasia

Lee, Jaime Beth (2012) Evaluation of an Attention Training and Metacognitive Facilitation Intervention for Reading Comprehension in Mild Aphasia. [Clinical Aphasiology Paper]

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Abstract

The characterization of aphasia as a pure linguistic deficit has constrained intervention research to singularly target language dysfunction (Connor, Albert, Helm-Estabrooks, & Obler, 2000). Recently this assumption has been called into question with the realization that traditional language models do not account for the variability of performance within and across people with aphasia, (Connor et al., 2000; Erickson, Goldinger, & LaPointe, 1996; McNeil, Odell, & Tseng, 1991; Tseng, McNeil, & Milenkovic, 1993). The limitations of purely linguistic models of aphasia have led researchers to evaluate the role of non-linguistic cognitive processes, particularly attention and working memory processes, in aphasia.

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