Aphasia and Spelling to Dictation: Analysis of Spelling Errors and Editing

Autor/inn/en	Johansson-Malmeling, Charlotte; Wengelin, Åsa; Henriksson, Ingrid
Titel	Aphasia and Spelling to Dictation: Analysis of Spelling Errors and Editing
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 1, S.145-160 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johansson-Malmeling, Charlotte) ORCID (Wengelin, Åsa) ORCID (Henriksson, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12591
Schlagwörter	Aphasia; Spelling; Verbal Communication; Error Patterns; Editing; Adults; Foreign Countries; Reading Ability; Phonology; Word Frequency; Decoding (Reading); Scores; Assistive Technology; Sweden + Suchen Sie Ihr Suchwort? Expressive Aphasie; Aphasie; Schreibweise; Fehlertyp; Redaktion; Textbearbeitung; Ausland; Reading competence; Lesekompetenz; Fonologie; Word analysis; Frequency; Wortanalyse; Häufigkeit; Dekodierung; Schweden
Abstract	Introduction: Spelling difficulty is a common symptom of aphasia and can entail editing difficulties. Previous research has shown that extensive editing is related to a lower production rate in text writing for persons with aphasia, yet editing difficulty is not commonly examined. It is not known if editing difficulty is related to reading and writing skills or to aspects of the word. Aims: To analyse spelling and editing processes as well as errors in a dictation task performed by Swedish-speaking adults with post-stroke aphasia. Furthermore, the study aimed to identify any relationships between spelling and editing difficulties and characteristics of individual words. Finally, relationships between successful edits and reading and phonological ability were investigated and specific editing strategies or behaviours identified. Correlation analyses were performed between measures of spelling and editing and word frequency and length as well as participants' scores on tests of reading, phonological spelling and phonological decoding. Methods & Procedures: A total of 16 Swedish speaking participants with post-stroke aphasia wrote a word-dictation task in a keystroke logging program and were tested for phonological spelling, phonological decoding and reading ability. Spelling errors were categorized and analysed. Outcomes & Results: The most common error type was omission of letter(s) and there was evidence of aphasia-specific writing errors. Both spelling and editing difficulty were related to word frequency and word length. Successful editing was related to participants' scores on the phonological spelling task, but not to phonological decoding or reading ability. Specific editing strategies could be identified, and some strategies were individual, while others were more commonly used. Conclusions & Implications: Word length and word frequency should be taken into consideration in spelling tests for persons with aphasia, and the presence of editing difficulty should be taken into account when assessing spelling difficulties. Treatment for writing difficulties in aphasia should include training in successful editing strategies and individual fitting of digital writing aids. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01