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Abstract
Background: Although several treatments for acquired reading difficulties exist, few studies have explored the effectiveness of treatment for mild reading difficulties and treatment for reading difficulties associated with cognitive impairment.
Aims: This study explored the effectiveness of an individual strategy-based reading treatment of 11 sessions given to a female participant (IW) who had mild reading difficulties following a subarachnoid haemorrhage (SAH). The impact of treatment on reading ability, confidence and emotions associated with reading were investigated.
Methods & Procedures: Treatment focused on the use of strategies to support IW's memory when reading books, the use of a checklist to select appropriate reading materials, and methods for increasing IW's confidence in discussing the book she was reading with others. A person-centred approach and personally relevant materials were used throughout the treatment. Reading ability was assessed using the Gray Oral Reading Tests (GORT-4; Wiederholt & Bryant, 2001), and IW's perspective was obtained using the Reading Confidence and Emotions Questionnaire (RCEQ; see Cocks et al., Citation2010). Pre-treatment, post-treatment and maintenance (7 weeks post) assessments were undertaken, with an additional exit interview at the final time point.
Outcomes & Results: Gains were noted in reading rate, accuracy, comprehension, and confidence, with parallel increased pleasure gained from reading and reduced negative emotions and frustration. Self-reported gains included conversing with others about material read, verbal communication, and re-engagement with the identity of being a reader.
Conclusions: Strategy-based treatment resulted in positive gains in reading for pleasure, conversation, and identity, for an individual with mild chronic reading difficulties. Participant self-report and interview revealed the true value of this treatment for the individual. The positive results suggest that further research is warranted that investigates the effectiveness of strategy-based reading therapy approaches for others with acquired reading difficulties.
Notes
The authors would like to thank IW for taking part in the research project and Emma Phillips, Lisa Barnett, Niina Matthews, Ruth Middleton, Joan Gregoire-Clarke, Derryn Henning, Chloe Selby, and Sarah Worgan for their help with development of the RCEQ.