Madden Elizabeth B, Bush Erin J
School of Communication Science & Disorders, Florida State University, Tallahassee.
Am J Speech Lang Pathol. 2024 Dec 12;33(6S):3186-3202. doi: 10.1044/2024_AJSLP-23-00360. Epub 2024 May 31.
Individuals with aphasia commonly experience reading and writing difficulties, negatively impacting everyday communication and life participation. Using mixed methods, this study aimed to understand literacy experiences described by individuals with aphasia and explore how their perspectives are related to test performance and other demographic factors.
Twenty-one stroke survivors with aphasia completed reading and writing testing and shared their perspectives through a close-ended survey and an open-ended interview about literacy abilities and experiences. Quantitative methods were used to compare pre- and poststroke self-ratings and explore associations between self-ratings and demographic factors. Qualitative methods were used to identify themes in the interviews. The data sets were merged to derive mixed-methods results for a more in-depth view of participants' perspectives.
Significant decreases in perceived literacy abilities were found; however, there were no differences in literacy importance or enjoyment pre- to poststroke. Reading and writing test scores were correlated with self-rated abilities but not with importance, enjoyment, or frequency of reading and writing. The thematic analysis process identified four main themes: , , , and .
The data indicate that individuals with aphasia highly value reading and writing and are heavily invested, despite recognized challenges, in using and improving these skills. Therefore, assessments and treatments addressing literacy in aphasia are critical, and individuals with aphasia should be invited to share their literacy experiences and goals, allowing for more person-centered clinical resources to be collaboratively constructed.
失语症患者通常会经历阅读和写作困难，这对日常交流和生活参与产生负面影响。本研究采用混合方法，旨在了解失语症患者描述的读写经历，并探讨他们的观点与测试表现及其他人口统计学因素之间的关系。
21名患有失语症的中风幸存者完成了阅读和写作测试，并通过一项封闭式调查和一项关于读写能力及经历的开放式访谈分享了他们的观点。定量方法用于比较中风前后的自我评估，并探讨自我评估与人口统计学因素之间的关联。定性方法用于确定访谈中的主题。将数据集合并以得出混合方法的结果，从而更深入地了解参与者的观点。
发现感知到的读写能力有显著下降；然而，中风前后在读写重要性或乐趣方面没有差异。阅读和写作测试分数与自我评估能力相关，但与重要性、乐趣或阅读和写作频率无关。主题分析过程确定了四个主要主题： ， ， 和 。
数据表明，失语症患者高度重视阅读和写作，尽管面临公认的挑战，但仍大力投入使用和提高这些技能。因此，针对失语症患者读写能力的评估和治疗至关重要，应邀请失语症患者分享他们的读写经历和目标，以便共同构建更多以患者为中心的临床资源。
https://doi.org/10.23641/asha.25893049 。
需注意，原文中部分主题处内容缺失，已按格式原样呈现。
