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Updated: May 20, 2026

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

Aphasia and text writing.

Ingrid Behrns¹, Elisabeth Ahlsén, Asa Wengelin

¹Institute of Neuroscience and Physiology, Division of Speech and Language Pathology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden. ingrid.behrns@neuro.gu.se

International Journal of Language & Communication Disorders

|July 4, 2012

Summary

This study analyzed written narratives from individuals with aphasia, finding that while some maintained narrative structure, others faced linguistic challenges. These findings highlight the need to include written modality in aphasia language rehabilitation.

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Area of Science:

Neurolinguistics
Acquired Language Disorders
Writing Studies

Background:

Growing interest in acquired writing difficulties, with limited research on full text production.
Previous studies often focused on isolated word production, not comprehensive text generation.
This research addresses the gap by examining entire written texts.

Purpose of the Study:

To characterize the written narratives produced by individuals with aphasia.
To compare text production in aphasia with a control group.
To identify linguistic challenges in written discourse.

Main Methods:

Eight individuals with aphasia (ages 28-63) and ten neurotypical controls (ages 21-30) participated.
Participants completed a personal narrative writing task ('I have never been so afraid') and a picture-based story generation task ('Frog Story').
All texts were produced via computer-based writing.

Main Results:

Participants with aphasia showed varying performance levels (low, moderate, high).
Individuals with moderate to high writing performance demonstrated relatively good narrative structure.
Despite structural coherence, linguistic difficulties were noted on other levels.

Conclusions:

Aphasia significantly impacts text writing across various linguistic levels.
Observed effects on structure and coherence align with prior research on spoken and written discourse.
The findings underscore the importance of incorporating written modality into language rehabilitation programs for aphasia.