An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury

American Journal of Speech-language Pathology
McKay Moore SohlbergStephen Fickas

Abstract

This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2...Continue Reading

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Citations

Sep 13, 2018·American Journal of Speech-language Pathology·Priya KucheriaJason Prideaux
Sep 22, 2020·American Journal of Speech-language Pathology·Kristen Ackley, Jessica Brown
Mar 1, 2018·Clinical & Experimental Optometry : Journal of the Australian Optometrical Association·Richard A Armstrong
Mar 24, 2021·American Journal of Speech-language Pathology·Yalian Pei, Katy H O'Brien

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