Reading comprehension by people with chronic aphasia: A comparison of three levels of visuographic contextual supportFootnote

This project formed part of Aimee Dietz's dissertation research. The authors thank Sarah Wallace and Kristy Weissling (Visual Scene Displays Research Team at the University of Nebraska – Lincoln) and Joan Erickson and Sharon Evans (of the first author's dissertation committee) for their assistance. Thanks also to Kelli Evans for her assistance with the reliability measures.

This research was performed in part with support from the Barkley Trust and under Grant #H114#980026 from the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education. The opinions expressed in this publication are those of the authors and do not necessarily reflect those of NIDRR or the Department of Education.

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