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  • 1.
    Behrns, Ingrid
    et al.
    Göteborgs universitet.
    Ahlsén, Elisabeth
    Göteborgs universitet.
    Wengelin, Åsa
    Lund University.
    Aphasia and the Process of Revision in Writing a Text2008Inngår i: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 22, nr 2, s. 95-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 2.
    Behrns, Ingrid
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Wengelin, Åsa
    University of Gothenburg, Gothenburg, Sweden.
    Broberg, Malin
    University of Gothenburg, Gothenburg, Sweden.
    Hartelius, Lena
    University of Gothenburg, Gothenburg, Sweden.
    A comparison between written and spoken narratives in aphasia2009Inngår i: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 23, nr 7, s. 507-528Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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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