Affiliations: University of Connecticut, Communication Sciences Department, Storrs, CT, USA
Correspondence:
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Address for correspondence: Michèle Page Sinotte, University of Connecticut, Communication Sciences Department, Unit 1085, Storrs, CT 06269-1085, USA. Tel.: +1 860 486 2817; E-mail: michele.sinotte@uconn.edu
Abstract: Non-linguistic cognitive skills have recently become an area of focus in aphasia research. One skill that has received in-depth investigation is the role of attention in language tasks. In applying the resource allocation theory to aphasic language deficits, researchers have described performance variablity in language tasks that may result from insufficient capacity, inefficient allocation, or inappropriate allocation of attentional resources [16]. The present study was designed as a follow-up to a recent study examining direct attention training as a treatment for reading impairment in mild aphasia [3]. A treatment program was implemented to target complex attention skills for an individual with mild reading difficulties secondary to aphasia. Results revealed modest gains in reading rate and comprehension. A decrease in the variability of comprehension of longer complex reading passages was noted, suggesting a more efficient allocation of the participant's attentional resources. The positive gains noted for this individual's reading skills were felt to be the result of improvement in allocation of attentional resources rather than improvement in linguistic skills. The findings of this study add to the growing body of literature pertaining to the value of expanding assessment and treatment protocols for individuals with aphasia to include both linguistic and cognitive measures.
