Reading Skills in an Individual with Aphasia: The Usefulness of Meaning-Based Clinical Applications

Abstract

This case study investigates the impact of a meaning-based reading intervention program on an individual with aphasia. Through this qualitative method of inquiry, pretreatment and post-treatment change is documented and results indicate that the meaning-based approach had an impact on the recovery of literacy skills—particularly comprehension. In addition to describing the individual with aphasia and her reaction to the intervention, the program itself is detailed. Considerations of how the program is organized, its treatments objectives, the materials employed, and the various procedures that incorporate authentic reading and writing into the program are described.