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An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury
American Journal of Speech-Language Pathology
|March 13, 2015
Summary
College students with acquired brain injury (ABI) experience significant reading comprehension deficits. Verbal attention and suppression difficulties appear to be key contributing factors to academic challenges post-injury.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Education
Background:
- Existing research on reading comprehension deficits in college students with acquired brain injury (ABI) is limited.
- Acquired brain injury can impact various cognitive functions essential for academic success.
Purpose of the Study:
- To investigate reading comprehension deficits in community college students with ABI.
- To explore the relationship between cognitive functions and reading comprehension performance in this population.
Main Methods:
- Twenty-four community college students with ABI (12 traumatic, 12 nontraumatic) completed cognitive tests and reading assessments.
- Performance was measured using the Nelson-Denny Reading Test and the California Verbal Language Test-II.
Main Results:
- Students with ABI reported difficulties with reading comprehension and academic performance.
- Low to below-average scores on the Nelson-Denny Reading Test correlated with language processing abilities.
- Verbal attention and suppression measures predicted reading comprehension scores.
Conclusions:
- College students with ABI are at high risk for reading comprehension impairments.
- Deficits in verbal attention and suppression may underlie these reading difficulties.
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