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Reading and Writing Rehabilitation With Individuals With Aphasia: A Survey of Speech-Language Pathologists’ Clinical Practice and Perspectives.

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Title: Reading and Writing Rehabilitation With Individuals With Aphasia: A Survey of Speech-Language Pathologists’ Clinical Practice and Perspectives.
Authors: Madden, Elizabeth B.1 ebmadden@fsu.edu, Bush, Erin J.1, Obermeyer, Jessica2, Willette, Jessica
Source: American Journal of Speech-Language Pathology. 2025 Supplement, Vol. 34, p3703-3716. 14p.
Subject Terms: *Speech therapists, *Reading, *Self-evaluation, *Health services accessibility, *Data analysis, *Aphasia, *Speech-language pathology, *Confidence, *Research methodology, *Comparative studies, *Written communication, *Experiential learning, Work, Medical protocols, Professional practice, Research funding, Rehabilitation of aphasic persons, Fisher exact test, Descriptive statistics, Attitudes of medical personnel, Statistics, Physician practice patterns, Patient-professional relations, Data analysis software, Psychosocial factors
Abstract: Purpose: Most individuals with aphasia want to improve their reading and writing, yet these language skills are not typically prioritized in aphasia therapy. This study aimed to better understand speech-language pathologists’ clinical practice regarding rehabilitation of reading and writing with clients with aphasia. Method: Twenty-one speech-language pathologists completed an online survey with questions addressing clinical experience, feelings, and therapy approaches surrounding literacy and aphasia. Descriptive statistics were used to analyze closed-ended responses, and content analysis was performed on open-ended responses. Associations between participant demographics and survey self-ratings were explored. Results: Speech-language pathologists indicated that reading and writing are important to address in aphasia therapy, yet many indicated low satisfaction with available assessments and treatments and low confidence in their abilities to address literacy challenges. Most reported observing reading and writing to be problematic for clients with aphasia; however, there was variability in frequency and type of assessments and treatments used to address these concerns. The number of reported clients with aphasia on caseload was significantly correlated with higher confidence and more frequent treatment for reading and writing. Conclusions: Participants agreed it is important to address literacy skills with clients with aphasia; however, many reported low confidence, time constraints, and other barriers interfering with their ability to do so. Research focused on improving educational training opportunities and access to literacy resources for speech-language pathologists is needed to support their clinical care and meet the literacy needs of individuals with aphasia. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reading and Writing Rehabilitation With Individuals With Aphasia: A Survey of Speech-Language Pathologists’ Clinical Practice and Perspectives.
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  Data: <searchLink fieldCode="AR" term="%22Madden%2C+Elizabeth+B%2E%22">Madden, Elizabeth B.</searchLink><relatesTo>1</relatesTo><i> ebmadden@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Bush%2C+Erin+J%2E%22">Bush, Erin J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Obermeyer%2C+Jessica%22">Obermeyer, Jessica</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Willette%2C+Jessica%22">Willette, Jessica</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. 2025 Supplement, Vol. 34, p3703-3716. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Aphasia%22">Aphasia</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech-language+pathology%22">Speech-language pathology</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Work%22">Work</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+protocols%22">Medical protocols</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Rehabilitation+of+aphasic+persons%22">Rehabilitation of aphasic persons</searchLink><br /><searchLink fieldCode="DE" term="%22Fisher+exact+test%22">Fisher exact test</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Physician+practice+patterns%22">Physician practice patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Patient-professional+relations%22">Patient-professional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Most individuals with aphasia want to improve their reading and writing, yet these language skills are not typically prioritized in aphasia therapy. This study aimed to better understand speech-language pathologists’ clinical practice regarding rehabilitation of reading and writing with clients with aphasia. Method: Twenty-one speech-language pathologists completed an online survey with questions addressing clinical experience, feelings, and therapy approaches surrounding literacy and aphasia. Descriptive statistics were used to analyze closed-ended responses, and content analysis was performed on open-ended responses. Associations between participant demographics and survey self-ratings were explored. Results: Speech-language pathologists indicated that reading and writing are important to address in aphasia therapy, yet many indicated low satisfaction with available assessments and treatments and low confidence in their abilities to address literacy challenges. Most reported observing reading and writing to be problematic for clients with aphasia; however, there was variability in frequency and type of assessments and treatments used to address these concerns. The number of reported clients with aphasia on caseload was significantly correlated with higher confidence and more frequent treatment for reading and writing. Conclusions: Participants agreed it is important to address literacy skills with clients with aphasia; however, many reported low confidence, time constraints, and other barriers interfering with their ability to do so. Research focused on improving educational training opportunities and access to literacy resources for speech-language pathologists is needed to support their clinical care and meet the literacy needs of individuals with aphasia. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190287150
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_AJSLP-24-00418
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Self-evaluation
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      – SubjectFull: Health services accessibility
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      – SubjectFull: Data analysis
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      – SubjectFull: Aphasia
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      – SubjectFull: Speech-language pathology
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      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Research methodology
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      – SubjectFull: Comparative studies
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      – SubjectFull: Written communication
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      – SubjectFull: Rehabilitation of aphasic persons
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      – SubjectFull: Fisher exact test
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      – TitleFull: Reading and Writing Rehabilitation With Individuals With Aphasia: A Survey of Speech-Language Pathologists’ Clinical Practice and Perspectives.
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              Text: 2025 Supplement
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