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Everyday literacy in aphasia: Radical approaches to functional assessment and therapy

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TitleEveryday literacy in aphasia: Radical approaches to functional assessment and therapy
Publication TypeJournal Article
Type of WorkComment/Reply
AbstractDiscusses support for the social model of literacy offered by 3 studies (S. Parr, 1992, 1994, 1995) investigating the functional assessment of reading and writing in aphasia. The studies also support the proposal made by L. Worrall (1992) that the views and experience of the aphasic person must be accommodated in any assessment of functional written language. Issues raised by these studies are further illuminated with reference to the contemporary politics of disability. Implications of alternative models of functional theory, assessment, and therapy are considered in detail, with reference to impairment of reading and writing in aphasia. The discussion addresses the disability of people who are not so severely aphasic that there is no possibility of re-establishing everyday literacy practices. Commentaries by Robert S. Pierce, Leslie J. Gonzalez Rothi, Susan Edwards, Monica Strauss Hough, and Hanna K. Ulatowska and J. Scott Self and a reply by Susan Parr are included.
AuthorsParr, Susan
Year of Publication1996
Date PublishedJul
PublicationAphasiology
Volume10
Issue5
Pages469-503
ISSN0268-7038 (print), 1464-5041 (electronic)
Publisher DOIhttp://www.tandfonline.com/doi/abs/10.1080/02687039608248426
Keywords (MeSH)adult, aphasia, literacy, reading, writing
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