A “novel” reading therapy programme for reading difficulties after a subarachnoid haemorrhage

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., 2010). 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.

Keywords:

• Reading
• Aphasia
• Therapy.

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.