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Knowledge of spoken language

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Reading and writing are symbolic skills built on this

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Alexia

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The reading disorder caused by acquired brain damage

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Agraphia

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The writing disorder caused by acquired brain damage

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Reading and writing problems

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Virtually all individuals with aphasia display these

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Left hemisphere, inferior parietal lobe lesions invovling the angular gyrus

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Alexia and agraphia occasionally exists independently of aphasia, and are a result of lesions to these parts of the brain

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Very rarely

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Pure alexia and/or pure agraphia occur with this frequency

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Their own recent writing

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Pure alexia patients cannot read even this

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When the words are orally spelled or traced on their palm

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Alexia patients can understand words spelled to them in these manners

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A loss of visual input to the language system

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Reading problems with alexia seem to be due to this

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Both a motor-kinesthetic system for production of orthographic output and a visual system

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Reading relies on the visual system alone, while writing requires these

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Aphasia

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Alexia is a language-based disorder and is therefore highly associated with this

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The severity and nature of alexia

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The severity and nature of aphasic auditory comprehension problems usually corresponds with this

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Global aphasia

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Severe alexia is usually seen in patients with this kind of aphasia

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The ability to recognize letters across styles of print and understanding of non-alphabetic symbols such as currency markers

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Some residual skills in people with alexia might include these

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Configural words that have ascending and descending letters when written in lowercase

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Patients with alexia may do better with these types of words

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Written words and acronyms

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In people with aphasia that also have alexia, conceptual meanings of these may be preserved

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Irregularly spelled words

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People with alexia may have more success with words that are spelled with high letter-to-sound correspondence, and less success with these

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Word frequency, part of speech, emotionality, personal relevancy, syntactic complexity, length, and degree of inference required for interpretation

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These variables may affect reading comprehension

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A special form of alexia that results from relative loss of the grapheme-phoneme decoding system and relative preservation of the system for deriving meaning from whole words

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Deep Dyslexia

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Words representing various parts of speech; party for celebration; cry for weep; she for her

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In deep dyslexia, there is a frequent substitution of semantically related words for these

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Grammatical functor words; the for is; instead for because

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In deep dyslexia, there are problems reading these aloud

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Inflectional and derivational endings on functors; her for her; sing for singing

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In deep dyslexia, there is a tendency to omit these

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Nouns

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In deep dyslexia, there is more accurate reading of these than of verbs or adjectives

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Pseudohomophones; ruf and rough

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In deep dyslexia, there is a poor ability to match homophonic real words (flour and flower) and words with these

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A semantically related list; tulip in the list pansy, rose, daisy, tulip

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In deep dyslexia, there is a poor ability to select a word from this

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Grapheme-to-phoneme rules to read pseudowords aloud

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In deep dyslexia, there is a poor ability to apply this

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Almost the reverse of deep dyslexia; limited access to meaning on a whole-word basis. Meaning is gained from print only through strict grapheme-to-phoneme mapping

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Surface dyslexia

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Attempts to understand words are made by sounding out the letters, good ability to read pseudowords aloud

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Identifying features of surface dyslexia

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A continuum from deep to surface dyslexia

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Phonological dyslexia exists on this

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Poor ability to apply grapheme-phoneme rules to read pseudowords, occasional difficulty reading grammatical functor words, no production of semantic paralexic errors

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Identifying features of phonological dyslexia

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Items with highly familiar, single words or words with emotional valiance

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When assessing the ability to read aloud, these are the easiest materials to use

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The best approach to remediation of reading skills

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Recording the exact nature of the patient's responses can help determine this

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Have the patient match printed words with pictorial representations of these words

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This is, perhaps the best way to evaluate comprehension at the single word level in a patient with aphasia

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Sentence-completion tasks

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Comprehension of sentence-length material is usually tested with these

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Paragraphs with stated and implied meanings

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Comprehension of complex passages are usually assessed using these

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Follow written commands

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The least successful approach to testing reading comprehension in aphasia is to ask people to do this

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The third edition of the Boston Diagnostic Aphasia Examination

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The standardized aphasia test that most comprehensively assesses reading skills

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The Yellow Pages

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Functional reading skills might be tested by constructing tasks centered around this book

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Language-based

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Agraphia is closely associated with aphasia because it is a disorder that is this

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Spelling, semantics, and syntax as well as poor construction of the physical features of a written word

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Agraphia may be characterized by errors in these

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Over-learned motor-graphic sequences such as their own name, the first letter of the alphabet, or single-digit numbers

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Patients with severe agraphia may retain the ability to write these

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Written output; ie: patients with Broca's aphasia tend to write agrammatically with short lists

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The same aspects of spoke language affected in the presence of aphasia are affected in this

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Written expression

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Many of the language skills necessary for verbal expression are also needed for this

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Words with irregular spellings

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Patients with agraphia have an easier time writing regularly spelled words than these

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The inability to use a writing tool to form graphic symbols even when a model is provided

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Apraxic Agraphia

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Impaired ability to form letters, even when copying, better ability to spell with anagrams or a keyboard or to spell aloud

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Features of agraphic apraxia

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Dysgraphia in which the route between word meaning and written form are affected

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Deep Dysgraphia

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Through semantics; using meal for breakfast

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Patients with deep dysgraphia may have spelling errors that are related in this way

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Concrete nouns

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Patients with deep dysgraphia are best at writing these

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Abstract nouns (eg: peace) and verbs (eg: think)

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Patients with deep dysgraphia greater difficulty writing these

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Grammatical functor words (eg: until)

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Patients with deep dysgraphia are almost incapable of writing these

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A form of dysgraphia where there is impaired capacity to use phoneme-to-grapheme conversion rules

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Phonological dysgraphia

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Relative preservation of ability to write real words, almost total inability to write pseudowords to dictation, some preservation of the visual contours of the target in misspelled words

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Features of phonological dysgraphia

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A form of agraphia that seems to be the graphic correlate to surface dyslexia. Shows a preservation of the phoneme-to-grapheme conversion rules

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Surface dysgraphia

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Makes phonetic spelling errors (eg sirkal for circle), can write pseudowords to dictation

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Features of surface dysgraphia

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Patient performance

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At the basic level, presentation and type of writing materials can influence this in assessment

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It prevents patients from erasing crucial evidence of error types that may have diagnostic and therapeutic value

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Use of a felt tip pen during assessment is preferable because of this

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Perseverative tendencies

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A new piece of paper should be offered for each writing task during assessment to reduce this

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The formation and execution of letters and symbols

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Graphomotor aspects of writing refer to these

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The hand used to write (dominant vs nondominant), use of printed letters and/or script, and the use of uppercase and/or lowercase letters

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Quantitative assessment of graphomotor skills include these

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Legibility

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Qualitative assessment of graphomotor skills includes this

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Writing things such as one's own name, the alphabet, or consecutive numbers

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Automatic writing

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A form of discourse or storytelling oriented around characters and events; considered a high level task

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Narrative writing

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Language and cognitive skills as well as spelling

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Story writing calls upon these skills

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Pictured scenes

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These are commonly used when assessing narrative writing

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A client's graphomotor, spelling, word-finding, syntactic, and story organization skills as well as their aphasia classification

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Attempts to describe events taking place in a picture can provide a clinician with information on these things

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Writing tasks including filling out forms, writing notes, letters, and e-mail messages

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Functional writing tasks

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