Year of Award

1981

Document Type

Thesis

College

College of Education and Allied Health

Degree Name

Master of Science (MS)

Department

Communication Disorders and Deaf Education

First Advisor

Carolyn Jones-Hellmuth

Abstract

Speech and language pathology has currently and traditionally been concerned with the forms of language which most impair and/or enhance comprehension. In most cases this involves the forms of writing and speaking. In acquired language disorders such as aphasia, it is assumed by definition that those afflicted had previously demonstrated communicative competence in their native language environments. Individuals with aphasia, an impairment of language processing as result of brain damage, characteristically have some deficits in comprehension and retention of spoken languages (Darley and Waller, 1978). Researchers (Goodglass, Gleason, Hyde, 1970? Holland and Sonderman, 1974j Holland, 1980) have shown that through the use of semantic cues that individuals diagnosed as aphasia generally are able to follow conversation, but perform poorly on formal comprehension tests. Data by Holland and Sonderman (1974) suggests that aphasia patients do not easily transfer language skills acquired in therapy to similar untrained tasks out of the therapy sessions.

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