<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This pilot study was designed to explore the way linguistic variables affect reading in English and Spanish in the context of motor-type aphasia. The participants were two speakers with English L1, two English-Spanish bilinguals, and four speakers with Spanish L1. The Boston Diagnostic Aphasia Examination (BDAE) and Psycholinguistic Assessments of Language Processing in Aphasia (PALPA) were used to assess the participants’ reading skills. L1 English, Spanish, and bilingual participants used both the lexical and sublexical route when reading, but utilized one route more than the other depending on their linguistic profile. L1 Spanish participants used the damaged phonological route, producing many neologisms or non-answers. L1 English participants, utilizing the lexical route, produced more lexicalizations than neologisms. The bilingual participants showed interlanguage interference by producing many spelling-sound regularizations. These results suggest that orthographic depth and different linguistic variables affect individuals with motor-type aphasia depending on the language they speak.</p>
</abstract>

This pilot study was designed to explore the way linguistic variables affect reading in English and Spanish in the context of motor-type aphasia. The participants were two speakers with English L1, two English-Spanish bilinguals, and four speakers with Spanish L1. The Boston Diagnostic Aphasia Examination (BDAE) and Psycholinguistic Assessments of Language Processing in Aphasia (PALPA) were used to assess the participants’ reading skills. L1 English, Spanish, and bilingual participants used both the lexical and sublexical route when reading, but utilized one route more than the other depending on their linguistic profile. L1 Spanish participants used the damaged phonological route, producing many neologisms or non-answers. L1 English participants, utilizing the lexical route, produced more lexicalizations than neologisms. The bilingual participants showed interlanguage interference by producing many spelling-sound regularizations. These results suggest that orthographic depth and different linguistic variables affect individuals with motor-type aphasia depending on the language they speak.

Motor-type aphasia in English and Spanish and its relation to the linguistic variables intervening in reading

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This pilot study was designed to explore the way linguistic variables affect reading in English and Spanish in the context of motor-type aphasia. The...

Motor-type aphasia in English and Spanish and its relation to the linguistic variables intervening in reading

Data publikacji: 18 paź 2021

Zakres stron: 194 - 216

DOI: https://doi.org/10.2478/plc-2021-0009

Słowa kluczowe
motor-type aphasia, reading skills, acquired dyslexia, linguistic effects, bilingualism

© 2021 Cristina Vereda-Alonso et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Motor-type aphasia in English and Spanish and its relation to the linguistic variables intervening in reading

Data publikacji: 18 paź 2021

Zakres stron: 194 - 216

DOI: https://doi.org/10.2478/plc-2021-0009

Słowa kluczowemotor-type aphasia, reading skills, acquired dyslexia, linguistic effects, bilingualism

© 2021 Cristina Vereda-Alonso et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
motor-type aphasia, reading skills, acquired dyslexia, linguistic effects, bilingualism