SIG 2 Perspectives Vol. 22, No. 2, August 2012
Although many SLPs who work with individuals with neurological impairments address reading problems, until recently the focus has been on facilitating basic skills or teaching compensatory strategies required for basic reading activities, such as reading a menu or finding the main idea and supporting details of a four- to five-paragraph article. As high-level reading problems become a greater priority, many SLPs report concerns that they do not have the skills or knowledge base to address these problems. This issue of Perspectives is dedicated to high-level reading issues related to neurological impairments. The articles address a variety of topics, including how the World Health Organization’s International Classification of Functioning (WHO-ICF) can be used to establish an organized approach for questioning factors that may impact high-level reading, how e-reading technology may be used to support reading in individuals with neurological impairment, and intriguing work using functional magnetic resonance imaging (fMRI) to evaluate the interaction between readers and structural elements of text.
You will be able to:
- demonstrate how the WHO-ICF can be used to examine factors that influence high-level reading abilities
- demonstrate how the WHO-ICF can be used to establish an organized approach for reading intervention
- describe how e-reading technology may be used to support individuals with reading difficulties due to neurological impairment
- describe neural architecture that supports discourse organization
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