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| 3. |
- Agebjörn, Anders, 1984-
(författare)
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Learning of definiteness in Belarusian students of Swedish as a foreign language
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Through a series of studies, this thesis investigates the learning of definiteness in Russian-speaking students of Swedish. A communicative oral-production task elicited modified and non-modified noun phrases in indefinite and definite contexts. Study I describes the development of the morphosyntactic structure through which Swedish encodes definiteness, the association between this structure and its meaning, and the relationship between those two tasks over time. Using an English version of the elicitation task and a test of metalinguistic knowledge, Study II examines the relationship between the learners’ explicit knowledge of article semantics and their actual use of English articles. Adding a test of language-learning aptitude, Study III then explores both the influence of second-language English and that of aptitude on the development of Swedish. Finally, Study IV discusses the role of complexity and input frequency. The main findings include that, at the onset of Swedish study, the learners had minimal knowledge of the morphosyntactic structure but were generally sensitive to the meaning of definiteness. However, knowledge of form developed over time while knowledge of meaning did not, and the two learning tasks did not appear to be directly related to each other. In addition, the learners were seldom aware that choosing between indefinite and definite articles requires the speaker to take the hearer’s perspective, but this lack of metalinguistic understanding did not seem to affect their use of articles. Further, previous knowledge of English appeared to facilitate the development of a Swedish morpheme that is structurally similar to its English counterpart, while aptitude was associated with the development of a morpheme whose English counterpart is structurally different. Finally, the learners used high-frequency morphemes more consistently than low-frequency ones, and morphemes were more likely to be supplied in frequent constructions than in infrequent ones. These findings are discussed in relation to a modular, cognitive framework for language learning and use.
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| 4. |
- Ahlsén, Elisabeth, et al.
(författare)
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Aphasia and text writing
- 2009
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Ingår i: International journal of language and communication disorders. - : Informa Healthcare. - 1368-2822 .- 1460-6984. ; 28:1
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Tidskriftsartikel (refereegranskat)
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| 5. |
- Andersson, Bodil, et al.
(författare)
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Combining Keystroke Logging with Eye Tracking
- 2006
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Ingår i: Writing and Digital Media. - 1572-6304. - 0080448631 ; 17, s. 166-172
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Bokkapitel (refereegranskat)abstract
- This chapter describes the successful development of a new methodology for studying on-line writing. The text-logging tool ScriptLog has been combined with the eyetracking technology iView X HED HT, in order to enhance the study of the interplay between writing, monitoring and revision. Data on the distribution of visual attention during writing help determining to what extent pauses are used for monitoring. The complexity of the experimental settings, and the expertise needed for interpreting the eye-tracking data make this a method suitable mainly for laboratory settings. The chapter also introduces an analysis tool that merges data from ScriptLog and iView and thus helps the researcher to organise and analyse the vast amount of data produced.
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| 6. |
- Antonsson, Malin, 1986, et al.
(författare)
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Narrative writing in patients with low-grade glioma - using keystroke logging to investigate differences in the writing process before and after tumour resection
- 2017
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Ingår i: Meaningful outcomes Nordic Aphasia Conference. Copenhagen, 15 -17 June 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to investigate the writing process, using a keystroke logging program, in narratives written by patients with LGG and to compare the patients’ writing processes and products three months after tumour resection with their pre-operative performance. Twenty consecutive patients scheduled for tumour resection at Sahlgrenska University Hospital wrote to a picture-elicited narrative before and at three months follow-up using the keystroke logging program, ScriptLog (Frid, J., Johansson, V., Johansson, R., Wengelin, Å., & Johansson, M., 2014). After surgery there was a significant decline in production rate, i.e. words produced per minute. An analysis of pause distribution in different micro contexts revealed a significant increase of pauses before initiating the typing of a word. The decline in production rate suggests an increase in cognitive effort in narrative writing for patients who have undergone surgical treatment for LGG. The analysis of pause distribution indicates lexical retrieval difficulties. Investigation of the writing process can give information about subtle changes in language and cognitive processing for patients undergoing tumour resection.
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| 7. |
- Antonsson, Malin, 1986, et al.
(författare)
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Writing fluency in patients with low-grade glioma before and after surgery
- 2018
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Ingår i: International Journal of Language and Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 53:3, s. 592-604
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Tidskriftsartikel (refereegranskat)abstract
- © 2018 Royal College of Speech and Language Therapists. Background: Low-grade glioma (LGG) is a type of brain tumour often situated in or near areas involved in language, sensory or motor functions. Depending on localization and tumour characteristics, language or cognitive impairments due to tumour growth and/or surgical resection are obvious risks. One task that may be at risk is writing, both because it requires intact language and memory function and because it is a very complex and cognitively demanding task. The most commonly reported language deficit in LGG patients is oral lexical-retrieval difficulties, and poor lexical retrieval would be expected to affect writing fluency. Aims: To explore whether writing fluency is affected in LGG patients before and after surgery and whether it is related to performance on tasks of oral lexical retrieval. Methods & Procedures: Twenty consecutive patients with presumed LGG wrote a narrative and performed a copy task before undergoing surgery and at 3-month follow-up using keystroke-logging software. The same tasks were performed by a reference group (N = 31). The patients were also tested using the Boston Naming Test (BNT) and word-fluency tests before and after surgery. Writing fluency was compared between the patients and the reference group, and between the patients before and after surgery. Relationships between performance on tests of oral lexical retrieval and writing fluency were investigated both before and after surgery. Outcome & Results: Different aspects of writing fluency were affected in the LGG patients both before and after surgery. However, when controlling for the effect of typing speed, the LGG group differed significantly from the reference group only in the proportion of pauses within words. After surgery, a significant decline was seen in production rate and typing speed in the narrative task, and a significant increase was seen in pauses before words. Strong positive relationships were found between oral lexical retrieval and writing fluency both before and after surgery. Conclusions & Implications: Although aspects of writing fluency were affected both before and after surgery, the results indicate that typing speed is an important factor behind the pre-surgery differences. However, the decline in overall productivity and the increase in pauses before words after surgery could be related to a lexical deficit. This is supported by the finding that oral lexical-retrieval scores were strongly correlated with writing fluency. However, further exploration is needed to identify the language and cognitive abilities affecting writing processes in LGG patients.
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| 13. |
- Asker-Árnason, Lena, et al.
(författare)
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Picture-elicited written narratives, process and product, in 18 children with cochlear implants
- 2010
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Ingår i: Communication Disorders Quarterly. - Austin, TX : PRO-ED. - 1525-7401 .- 1538-4837. ; 31:4, s. 195-212
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.
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| 14. |
- Asker-Árnason, Lena, et al.
(författare)
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Process and product in writing : A methodological contribution to the assessment of written narratives in 8-12 year old Swedish children using ScriptLog
- 2008
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Ingår i: Logopedics Phoniatrics Vocology. - Oslo : Scandinavian University Press. - 1401-5439 .- 1651-2022. ; 33:3, s. 143-152
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Tidskriftsartikel (refereegranskat)abstract
- Twenty-seven children, with typical language development (TLD), 8-10 years old and 10-12 years old, were assessed with keystroke-logging in order to investigate their narrative writing. Measures of the writing process and the written product were used. One purpose was to explore how children produce written narratives in on-line production, and to relate the writing process to the written product. The results showed that those children who produced the final text faster, also wrote stories that comprised of more words. In the group of older children, children with better narrative ability used less pause time than those with worse ability, and the girls were faster writers than the boys. We believe that keystroke-logging gives valuable information for the assessment of young children's writing and that it is a potentially valid assessment tool for children from about 10 years of age.
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| 15. |
- Asker-Árnason, Lena, et al.
(författare)
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Spoken and written narratives in Swedish children and adolescents with hearing impairment
- 2012
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Ingår i: Communication Disorders Quarterly. - : Sage Publications. - 1538-4837 .- 1525-7401. ; 33:3, s. 131-145
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Tidskriftsartikel (refereegranskat)abstract
- Twenty 10- to 18-year-old children and adolescents with varying degrees of hearing impairment (HI) and hearing aids (HA), ranging from mild-moderate to severe, produced picture-elicited narratives in a spoken and written version. Their performance was compared to that of 63 normally hearing (NH) peers within the same age span. The participants with HI and NH showed similar patterns regarding intragroup correlations between corresponding measures of spoken and written narratives. However, the participants with HI had significantly less diverse language than the NH group. The participants with poorer hearing (higher best ear hearing level [BEHL]) produced spoken and written narratives comprising more content words and they also produced written narratives that were less lexically diverse than the participants with better hearing (lower BEHL). The difference as to lexical skills emphasizes the importance of focusing on these skills in the group of children with HI. However, the results give support for a quite optimistic view on the development of narration in children with HI with HA, at least for picture-elicited narratives.
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| 16. |
- Behrns, Ingrid, 1961, et al.
(författare)
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A comparison between written and spoken narratives in aphasia
- 2009
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Ingår i: Clinical Linguistics & Phonetics. - London : Taylor & Francis. - 0269-9206 .- 1464-5076. ; 23:7, s. 507-528
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to explore how a personal narrative told by a group of eight persons with aphasia differed between written and spoken language, and to compare this with findings from 10 participants in a reference group. The stories were analysed through holistic assessments made by 60 participants without experience of aphasia and through measurement of lexical and syntactic variables. The findings showed that the participants with aphasia generally received lower ratings than the reference group, but also that stories written by participants with aphasia were rated as easier to understand, more interesting, and more coherent than the group’s spoken stories. Regression analysis showed that syntax could predict several of the rated variables for the stories told by the participants with aphasia. Results point to the need to include writing training in language rehabilitation in order to increase the ability for persons with aphasia to participate in communicative situations in everyday life.
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| 17. |
- Behrns, Ingrid, 1961, et al.
(författare)
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A comparison of Written and Spoken Narratives in Aphasia.
- 2011
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Ingår i: the 12th International Conference of the EARLI Special Interest Group on Writing, 8th to 10th of September 2010, Heidelberg, Germany.
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Konferensbidrag (refereegranskat)abstract
- Background: Early research in aphasiology seemed to view writing as written speech, implying that the symptoms would be the same in written and spoken output. However, different patterns for how difficulties are manifested in written versus spoken language have since been observed. The impressions from untrained readers add an important perspective to clinicians in how patients are able to participate in everyday life outside the clinical setting. Aim: The aim of the present study was to explore how a personal narrative told by a group of persons with aphasia differed between written and spoken language, and to compare this with findings from narratives told by participants in a reference group. Method: Eight participants with aphasia and ten participants with no neurological disorder were asked to take part in the project. The participants produced a free narration entitled ‘I have never been so afraid’, first in a written version and then also in a spoken version. The stories were analysed through holistic assessments made by 60 participants without earlier experience of aphasia and through measurement of lexical and syntactic variables. Results: The untrained readers and listeners rated the stories told by the referencegroup higher than the stories told by the participants with aphasia. The written stories made by the persons with aphasia were however rated as easier to understand, more interesting and more coherent than their spoken versions. Regression analysis revealed that the length of the stories (number of words) and word-level errors were to some extent predicting factors of the ratings, but interestingly enough not necessarily in the sense that longer and more correctly spelled stories were always rated higher. Discussion: The results showed that the impression of a written text is probably due to a very complicated network of variables. For persons suffering from aphasia it is important that they are offered language rehabilitation that includes written language. However, results also indicates that the goals for writing training have to be set individually and that more factors except spelling has to be considered when planning therapy.
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| 18. |
- Behrns, Ingrid, 1961, et al.
(författare)
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Aphasia and Computerised Writing Aid Supported Treatment
- 2009
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Ingår i: Aphasiology. - London : Psychology Press. - 0268-7038 .- 1464-5041. ; 23:10, s. 1276-1294
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Tidskriftsartikel (refereegranskat)abstract
- Background:Individuals with aphasia often experience difficulties in writing. Word processors with a spell checker and a grammar checker can compensate for some of the writing difficulties associated with aphasia.Aims:To determine if writing difficulties associated with aphasia may be reduced by the use of a computerised writing aid when training patients.Methods & Procedures:The writing aids used in this study were originally designed specifically for persons with developmental reading and writing difficulties and are based on statistics of frequent misspellings and phonotactic rules. Three participants with aphasia selected one of two offered writing aids. Written production during treatment and evaluation was recorded and analysed by keystroke logging. The study had a single-subject ABA design replicated across three participants. The baseline (A) was established by measuring four dependent variables. During a 9-week intervention phase (B) the dependent variables were measured once a week. A follow-up (A) was done 10 months after the training was finished. The dependent variables were: total number of words in a writing task; proportion of correctly written words; words per minute; proportion of successful edits. The results were analysed both visually and by statistical calculations. Outcomes & Results:All participants experienced a positive improvement in their writing ability. Results showed individual differences; after completed training the first participant made more successful edits, the second wrote more words, had a larger proportion of correctly written words, and made more successful edits. The third participant's results did not show any improvement that could be statistically supported.Conclusions:This study showed that the computerised training facilitated the generating process and made the revision process more efficient for the participants. The results are important in that they indicate possible ways of designing writing treatment. However, they also show the need for careful analyses when evaluating different treatment strategies and in discussing what improved writing ability may be.
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| 19. |
- Behrns, Ingrid, 1961, et al.
(författare)
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Aphasia and text writing
- 2010
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Ingår i: International journal of language and communication disorders. - New York, NY : John Wiley & Sons. - 1368-2822 .- 1460-6984. ; 45:2, s. 230-243
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Tidskriftsartikel (refereegranskat)abstract
- Background:Good writing skills are needed in almost every aspect of life today, and there is a growing interest in research into acquired writing difficulties. Most of the findings reported so far, however, are based on words produced in isolation. The present study deals with the production of entire texts.Aims:The aim was to characterize written narratives produced by a group of participants with aphasia.Methods & Procedures:Eight persons aged 28–63 years with aphasia took part in the study. They were compared with a reference group consisting of ten participants aged 21–30 years. All participants were asked to write a personal narrative titled ‘I have never been so afraid’ and to perform a picture-based story-generation task called the ‘Frog Story’. The texts were written on a computer.Outcome & Results: The group could be divided into participants with low, moderate, and high general performance, respectively. The texts written by the participants in the group with moderate and high writing performance had comparatively good narrative structure despite indications of difficulties on other linguistic levels.Conclusions & Implications:Aphasia appeared to influence text writing on different linguistic levels. The impact on overall structure and coherence was in line with earlier findings from the analysis of spoken and written discourse and the implication of this is that the written modality should also be included in language rehabilitation.
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| 20. |
- Behrns, Ingrid, 1961, et al.
(författare)
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Aphasia and the Process of Revision in Writing a Text
- 2008
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Ingår i: Clinical Linguistics & Phonetics. - London : Taylor & Francis. - 0269-9206 .- 1464-5076. ; 22:2, s. 95-110
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Tidskriftsartikel (refereegranskat)abstract
- Most of the previous research on aphasia and writing ability concentrates on the production of words in isolation. The purpose of the current study was to examine the process of producing written texts by clients with aphasia. By using keystroke logging, it was possible to analyse the participants' ongoing work during text writing. Results showed that the participants with aphasia composed their texts in what may be described as a linear way. Edits concerning syntax or text structure were almost absent in the subjects' data, but they spent much time and effort on revising smaller units of text, that is, letters and words, possibly as a result of changing their minds or not being able to realize their intentions. However, these changes did not always result in correctly written words in the final text. The findings are discussed in relation to current writing theories.
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| 25. |
- Ferreira, Janna, et al.
(författare)
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Reading why not? : Literacy skills in children with motor and speech impairments
- 2007
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Ingår i: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 28:4, s. 236-251
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Tidskriftsartikel (refereegranskat)abstract
- In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the low- and high-level readers, where low-level readers perform significantly lower on reading than the other subgroup. The subgroups had a general tendency to perform low versus high on most variables tested, but not on digit span. The study stresses the importance of auditory discrimination skills and general language skills as a fundamental base for literacy. The study also generates new hypotheses that will need to be investigated further. For example, further intervention studies for phonological awareness are proposed, and a hypothesis about the effect of impaired articulation usage during reading is presented.
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| 26. |
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| 27. |
- Ferreira, Janna, 1973-
(författare)
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Sounds of silence : Phonological awareness and written language in children with and without speech
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens övergripande syfte var att undersöka fonologisk medvetenhet och skriftspråklig förmåga hos talande eller icke-talande barn, med lässvårigheter eller motoriska talsvårigheter. De huvudsakliga fynden i denna avhandling var: (1) För barn med lässvårigheter som befinner sig på en tidig nivå i sin läsutveckling bör intervention kring läs- och skrivförmågor fokusera på barnets svaghet snarare än styrkan vad gäller ordavkodning. (2) För barn med lässvårigheter hade såväl fonologisk som ortografisk intervention effekt på förmågan att läsa och skriva. Fonologisk intervention hade effekt även på barnen med lägst läsförmåga. (3) För barn med motoriska talsvårigheter var det signifikanta skillnader mellan de bästa och de sämsta läsarna vad gäller auditiv fonemdiskrimination och generella språkförmågor. (4) För barn med motoriska talsvårigheter hade fonologisk intervention effekt på förmågan att stava ord men inte på läsförmågan. (5) I en analys av nonsensord undersöktes stavfel hos en flicka med anartri. Fler stavfel återfanns i längre ord och en högre grad av fel återfanns i mitten av ord, vilket tyder på svårigheter med arbetsminne och med att segmentera ord.Fynden diskuteras i relation till fonologisk informationsbearbetning inom fyra delområden: fonologiska representationer, fonologisk produktion, fonologiskt minne och fonologisk medvetenhet. Talets betydelse för läs- och skrivförmågan är komplex. Även ett gravt avvikande tal kan ge fonologisk återkoppling och för barn med anartri tycks bristen på tal spela en viss roll.Denna avhandling har ett handikappvetenskapligt synsätt och bidrar till den övergripande förståelsen av fonologisk medvetenhet och skriftspråklig förmåga. Flera av fynden är direkt applicerbara i kliniska sammanhang.
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| 34. |
- Helgesson, Karin, 1967, et al.
(författare)
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Avslutning
- 2017
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Ingår i: Text och kontext. Perspektiv på textanalys. Karin Helgesson, Hans Landqvist, Anna Lyngfelt, Andreas Nord, Åsa Wengelin (red.). - Malmö : Gleerups Utbildning AB. - 9789140693648 ; , s. 229-231
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 35. |
- Helgesson, Karin, et al.
(författare)
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Avslutning
- 2017
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Ingår i: Text och kontext. - Malmö : Gleerups Utbildning AB. - 9789140693648 ; , s. 229-231
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
- Helgesson, Karin, 1967, et al.
(författare)
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Inledning
- 2017
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Ingår i: Text och kontext. Perspektiv på textanalys. - Malmö : Gleerups Utbildning AB. - 9789140693648 ; , s. 11-14
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
- Helgesson, Karin, et al.
(författare)
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Inledning
- 2017
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Ingår i: Text och kontext. - Malmö : Gleerups Utbildning AB. - 9789140693648 ; , s. 11-14
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 38. |
- Holmberg, Gustav, 1967, et al.
(författare)
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Mångdisciplinära forskargrupper – förutsättningar, ledning och genusmönster
- 2012
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Ingår i: Widén, K. & Lövkrona. I. (Red) AKKA AKkademiska Kollegors ansvar. Ledarutvecklingsprogram för kvinnor och män vid Lunds universitet 2010-2011 Erfarenheter från ett ledarskapsprogram. - Lund : Lunds universitet. - 9789163703522 ; , s. 147-161
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Holmqvist, Kenneth, et al.
(författare)
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Studying reading and writing on-line
- 2002
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Ingår i: The diversity of languages and language learning. - 9163122863 ; , s. 103-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Johansson, Charlotte, 1983, et al.
(författare)
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Changes in writing ability over a three year period – a case study from a person with post-stroke aphasia
- 2018
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Ingår i: International Clinical Phonetics and Linguistics Association Conference, University of Malta..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Persons with post-stroke aphasia have reported improvement in writing ability many years after onset of illness (Kjellén, Laakso and Henriksson, 2017). Even though studies have shown an improvement of writing ability years post stroke (most often by using dictation tasks), no longitudinal studies have continuously investigated writing ability in text production. The aim of the study was to investigate writing ability over a two year period for a person with post-stroke aphasia. Method: A 63 year old right handed man with 25 years of formal education, suffered a left hemisphere cerebri media insult. He was diagnosed with Broca’s aphasia, apraxia of speech and experienced a considerable writing impairment. The participant enrolled in the study 8 months post stroke. He had mild chronic aphasia with pertaining writing difficulties. Over a two year period he was tested three times using dictation tasks, testing both spelling of real words and non-words and a reading task. He also wrote two narratives, one picture-elicited and one free narrative. The narrative texts were collected by means of keystroke logging, which enables analysis of the writing process as well as the final text. Results: Whereas results from dictation of real words showed the greatest improvement during the first year, results from non-word dictation and the reading test showed continued improvement. Analysis of the writing process gives evidence of clear improvement in all aspects of the writing process throughout the two year period. Most strikingly, the production rate (measured as number of written words per minute) were 4,5 times faster in the free narrative between the first and the last data collection. Conclusion: Results revealed that after an improvement of spelling to dictation plateaued, measures from the writing process showed an ongoing improvement of writing ability in text production. The results further emphasize the importance of investigating text production when measuring writing ability for persons with aphasia.
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| 41. |
- Johansson, Charlotte, 1983, et al.
(författare)
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Writing personal narratives with aphasia
- 2015
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Ingår i: Stem-, Spraak- en Taalpathologie. 16th International Science of Aphasia Conference. Sept. 17-22 2015, Aveiro, Portugal.. - 0924-7025. ; 20:1, s. 67-69
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Aphasia is an acquired language disorder most often caused by stroke. It can entail difficulties finding words, formulating sentences and understanding spoken language. In most individuals with aphasia, the ability to read and write is affected. Given the increasing importance of reading and writing in modern society, both professionally and socially, this significantly reduces their quality of life and their participation in daily life. Most research into aphasia and writing has examined writing and spelling at word level only. To obtain a full picture of someone’s writing ability, not only the final text but also the process leading up to it must be studied. Keystroke-logging software allows text production to be studied as it unfolds in real time. This makes it possible to analyse writing behaviour based on, for example, patterns of pauses and revisions. The present study is part of a larger study to investigate aphasia and the writing process with a focus on syntax in written narratives. Methods Participants The participants were 18 adults (fourteen men and four women aged 53–92) with post-stroke aphasia, recruited through speech and language pathologists and local aphasia associations. Besides the presence of post-stroke aphasia, the criteria for inclusion were for the participants to be adults with Swedish as their first language. The exclusion criterion was a history of developmental reading and writing impairment or any other neurological disabilities that could affect participation in the study. There was also a reference group whose participants did not suffer from stroke or aphasia but were otherwise selected using the same inclusion and exclusion criteria as the participants in the aphasia group. The participants wrote their personal narratives on computers. Data were collected using the ScriptLog keystroke-logging software. The topic for the narrative was, ‘The last time I made someone happy’, which was written on the screen as memory support. There was no time limit for the writing task. A researcher was present during the writing but did not in any way elicit or influence the writing or typing. The subsequent analyses were based on the following parameters: total time on task; active writing time as a percentage of total time on task; number of pauses within words; number of words in the final text; and number of spelling mistakes. The results were compared with the (preliminary) results of the reference group. Results The analysis of 18 participants’ narratives showed that writing is a far more time-consuming task for the participants with aphasia than for those without. The participants with aphasia produced significantly shorter narratives but spent significantly more time on the task, meaning that their percentage of active writing time was significantly lower than that of the reference group. Further, the number of pauses within words was significantly higher for the participants with aphasia. Frequent pausing within words may indicate that a writer lacks automatised spelling ability. The writers with aphasia made few revisions, or none at all, and they made mainly local revisions (where the cursor is not moved across several words, sentences or paragraphs). The participants in the reference group, by contrast, made more revisions, and these were more likely to be long-distance ones. Finally, the narratives produced by the participants with aphasia contained few spelling mistakes. Discussion The results illustrate the difficulties faced by people with aphasia when writing narratives. To them, this is a time-consuming and effortful task. The narratives written by the participants with aphasia are conspicuously short compared with those of the reference group. The finding that the narratives produced by the people with aphasia generally have good spelling further emphasises the importance of examining the entire writing process rather than just the final text when it comes to people with aphasia. It should be added that a dictation task (which has been used in earlier research) does not seem to reveal the difficulties with functional writing that are apparent in a narrative task. Many of the participants commented themselves that spelling took so much effort that they tended to ‘lose track’ and found it difficult to complete the narrative task.
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| 42. |
- Johansson-Malmeling, Charlotte, et al.
(författare)
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Aphasia and spelling to dictation: Analysis of spelling errors and editing
- 2021
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Ingår i: International journal of language and communication disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 56:1, s. 145-160
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Tidskriftsartikel (refereegranskat)abstract
- Introduction Spelling difficulty is a common symptom of aphasia and can entail editing difficulties. Previous research has shown that extensive editing is related to a lower production rate in text writing for persons with aphasia, yet editing difficulty is not commonly examined. It is not known if editing difficulty is related to reading and writing skills or to aspects of the word. Aims To analyse spelling and editing processes as well as errors in a dictation task performed by Swedish-speaking adults with post-stroke aphasia. Furthermore, the study aimed to identify any relationships between spelling and editing difficulties and characteristics of individual words. Finally, relationships between successful edits and reading and phonological ability were investigated and specific editing strategies or behaviours identified. Correlation analyses were performed between measures of spelling and editing and word frequency and length as well as participants' scores on tests of reading, phonological spelling and phonological decoding. Methods & Procedures A total of 16 Swedish speaking participants with post-stroke aphasia wrote a word-dictation task in a keystroke logging program and were tested for phonological spelling, phonological decoding and reading ability. Spelling errors were categorized and analysed. Outcomes & Results The most common error type was omission of letter(s) and there was evidence of aphasia-specific writing errors. Both spelling and editing difficulty were related to word frequency and word length. Successful editing was related to participants' scores on the phonological spelling task, but not to phonological decoding or reading ability. Specific editing strategies could be identified, and some strategies were individual, while others were more commonly used. Conclusions & Implications Word length and word frequency should be taken into consideration in spelling tests for persons with aphasia, and the presence of editing difficulty should be taken into account when assessing spelling difficulties. Treatment for writing difficulties in aphasia should include training in successful editing strategies and individual fitting of digital writing aids. What this paper adds What this paper adds to existing knowledgeWhat is already known on the subject What are the potential or actual clinical implications of this work? Post-stroke aphasia often causes writing and spelling difficulties. Spelling difficulties may entail editing difficulties, in turn causing extensive and/or unsuccessful editing. Extensive editing is known to impede productivity in text writing. Still, editing behaviour, abilities relating to editing or what features of a word that causes editing difficulty has not been investigated for persons with aphasia. This study adds an in-depth analysis of spelling ability, spelling errors and editing behaviour for persons with aphasia, using keystroke logging and a single-word dictation task. Results showed that both features of the target word (frequency and word length) and the individual abilities of the person with aphasia (score on a phonological spelling task) related to spelling and editing difficulty, editing behaviour and successful editing. Specific editing strategies were analysed and described. Word length and word frequency should be taken into consideration when testing single-word spelling for persons with aphasia. When assessing spelling difficulties, both correctness of spelling as well as the presence and nature of any editing difficulties should be taken into account and treatment for writing difficulties in should include training in successful editing strategies. The fitting of digital writing aids for persons with aphasia should be individual, since many of the editing strategies used were individual.
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| 43. |
- Johansson-Malmeling, Charlotte, et al.
(författare)
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Using a digital spelling aid to improve writing in persons with post-stroke aphasia: An intervention study
- 2022
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Ingår i: International Journal of Language and Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 57:2, s. 303-323
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Tidskriftsartikel (refereegranskat)abstract
- Background: Intervention studies aimed to improve the written production of single words by persons with aphasia have yielded promising results and there is growing interest in interventions targeting text writing. The development of technical writing aids offers opportunities for persons with aphasia, and studies have shown that using them can have a positive impact on written output. Aims: The aim was to investigate what impact training to use a computerised spell checker had on text writing in persons with aphasia. Methods & Procedures: The study had a multiple-baseline single-case experimental design replicated across six male Swedish participants with mild-to-moderate post-stroke aphasia. The participants received training twice a week during 8weeks, learning how to use the spell checker. At baseline and before every session, the participants wrote two texts which were logged in a keystroke-logging tool. Dependent variables were continuously measured in the texts, and the participants performed tests of language function and answered questionnaires on reading and writing habits and health-related quality of life before and after the intervention. The participants were also interviewed about how they had experienced the training. The results were evaluated on individual and group level. Results: The study showed that systematic individual training involving a spell checker was experienced as positive by the participants and that they all described their writing ability in more positive terms after the intervention. Evaluation showed statistically significant improvements on group level for the dependent variables of spelling accuracy, rated syntax, writing speed and proportion of unedited text during text writing when using the spell checker. The intervention also had a generalising effect on writing speed and editing during text writing without the spell checker and on spelling accuracy in a dictation test. The participants who had the greatest spelling problems were the ones who showed the most progress, but participants with only minor writing difficulties at baseline also improved. Conclusions & Implications: The study shows that a digital spelling aid constitutes effective support for people with aphasia and may also affect levels other than spelling. The training had a generalising positive effect on text writing and spelling in a test. Although writing difficulties is a persisting symptom in aphasia, it can be supported and improved through use of digital spelling aids. Hence, treatment of writing ability should always be included in the rehabilitation of people with aphasia. WHAT THIS PAPER ADDS: What is already known on this subject Use of a technical writing aid can have a positive impact on the written output of persons with aphasia. Using a digital spell checker may improve spelling as well as other levels of writing, but it has not been investigated using a keystroke-logging tool in combination with language-test scores and results from questionnaires. What this paper adds to existing knowledge Through analyses on both individual and group level, this study shows that a digital spelling aid constitutes effective support for people with aphasia and also affects levels other than spelling. The training had a generalising positive effect on text writing and spelling in a test. What are the potential or actual clinical implications of this work? Digital spelling support, which is a relatively simple and inexpensive technology, can support and improve text writing in persons with post-stroke aphasia.
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| 46. |
- Johansson, Roger, et al.
(författare)
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Looking at the keyboard or the monitor : relationship with text production processes
- 2010
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Ingår i: Reading and writing. - : Springer Netherlands. - 0922-4777 .- 1573-0905. ; 23:7, s. 835-851
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one's own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.
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| 48. |
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| 49. |
- Johansson, Roger, et al.
(författare)
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Reading during text production
- 2012
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Ingår i: Learning to write effectively. - : Brill Academic Publishers. ; , s. 359-363
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Bokkapitel (refereegranskat)
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| 50. |
- Johansson, Roger, et al.
(författare)
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Reading during text production
- 2012
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Ingår i: Current trends in European Writing Research. - Bingley, UK : Emerald. ; , s. 359-361, s. 359-361
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Bokkapitel (refereegranskat)
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