Aphasia and literacy : the application of practices associated with literacy teaching to the assessment of reading and writing disorders in adult aphasia
This study investigates the relevance of contemporary theories of literacy and associated practices for the assessment of functional reading and writing in acquired aphasia. 'Ideological' and 'autonomous' models of literacy are described. The ideological model represents reading and writing as a set of activities intrinsically connected with social behaviour. The autonomous model represents literacy as a set of discrete cognitive and linguistic skills which can operate regardless of context. An analysis of currently-used aphasia assessments, and the traditions from which they spring, suggests that they operate a predominantly autonomous model of literacy. Theoretical analysis is reinforced by three studies of people with and without aphasia. The first study demonstrates the diversity of everyday literacy practice of 50 non-aphasic people. The second study is a qualitative investigation of the literacy practices of twenty people with mild-moderate aphasia. Again, a diversity of psychosocial factors is found to affect literacy practice. These concern the roles both lost and taken on by the aphasic respondents, and the ways in which they cope with their condition. In the final study of the reading and writing
Parr, Susan Phillippa
Linguistics
Aphasia and literacy : the application of practices associated with literacy teaching to the assessment of reading and writing disorders in adult aphasia. This study investigates the relevance of contemporary theories of literacy and associated practices for the assessment of functional reading and writing in acquired aphasia. 'Ideological' and 'autonomous' models of literacy are described. The ideological model represents reading and writing as a set of activities intrinsically connected with social behaviour. The autonomous model represents literacy as a set of discrete cognitive and linguistic skills which can operate regardless of context. An analysis of currently-used aphasia assessments, and the traditions from which they spring, suggests that they operate a predominantly autonomous model of literacy. Theoretical analysis is reinforced by three studies of people with and without aphasia. The first study demonstrates the diversity of everyday literacy practice of 50 non-aphasic people. The second study is a qualitative investigation of the literacy practices of twenty people with mild-moderate aphasia. Again, a diversity of psychosocial factors is found to affect literacy practice. These concern the roles both lost and taken on by the aphasic respondents, and the ways in which they cope with their condition. In the final study of the reading and writing
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