Reading of everyday texts by people with aphasia: do advance organisers help?

Hanh NguyenSpeech and Language Sciences, School of Education, Communication and Language Sciences, Newcastle University, Newcastle, UK;International Doctorate for Experimental Approaches to Language and Brain (IDEALAB), Potsdam University, Potsdam, Germany;Groningen University, Netherlands;Trento University, Italy;Newcastle University, UK;Macquarie University, AustraliaCorrespondence[email protected]
View further author information

Julie MorrisSpeech and Language Sciences, School of Education, Communication and Language Sciences, Newcastle University, Newcastle, UKView further author information

Janet WebsterSpeech and Language Sciences, School of Education, Communication and Language Sciences, Newcastle University, Newcastle, UKView further author information

Lyndsey NickelsARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Sciences, Macquarie University, Sydney, Australia

http://orcid.org/0000-0002-0311-3524 View further author information

References

Dietz, A., Hux, K., McKelvey, M. L., Beukelman, D. R., & Weissling, K. (2009). Reading comprehension by people with chronic aphasia: A comparison of three levels of visuographic contextual support. Aphasiology, 23, 1053–1064. doi:10.1080/02687030802635832
Web of Science ®Google Scholar
Dietz, A., Knollman-Porter, K., & Hux, K. (2014). Supported reading comprehension for people with aphasia: Photographic and linguistic supports. Journal of Medical Speech Language Pathology, 21, 319–331.
Google Scholar
Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 31, 129–151. doi:10.1016/0749-596X(92)90008-L
Web of Science ®Google Scholar
Knollman-Porter, K., Wallace, S. E., Hux, K., Brown, J., & Long, C. (2015). Reading experiences and use of supports by people with chronic aphasia. Aphasiology, 29, 1448–1472. doi:10.1080/02687038.2015.1041093
Web of Science ®Google Scholar
Webster, J., Morris, J., Howard, D., & Garraffa, M. (2018). Reading for meaning: What influences paragraph understanding in aphasia? American Journal of Speech-Language Pathology, 27, 423–437. doi:10.1044/2017_AJSLP-16-0213
PubMed Web of Science ®Google Scholar

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Reading of everyday texts by people with aphasia: do advance organisers help?

References

Information for

Open access

Opportunities

Help and information

Your download is now in progress and you may close this window

Login or register to access this feature

Reading of everyday texts by people with aphasia: do advance organisers help?

References

Reprints and Corporate Permissions

Academic Permissions

Related research

To cite this article:

Download citation

Information for

Open access

Opportunities

Help and information

Keep up to date