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Journal articles on the topic 'Comprehension deficits'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Liu, Xinmiao, Wenbin Wang, Haiyan Wang, and Yu Sun. "Sentence comprehension in patients with dementia of the Alzheimer’s type." PeerJ 7 (December 3, 2019): e8181. http://dx.doi.org/10.7717/peerj.8181.

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Sentence comprehension is diminished in patients with dementia of the Alzheimer’s type (DAT). However, the underlying reason for such deficits is still not entirely clear. The Syntactic Deficit Hypothesis attributes sentence comprehension deficits in DAT patients to the impairment in syntactic ability, whereas the Processing Resource Deficit Hypothesis proposes that sentence comprehension deficits are the result of working memory deficiency. This study investigated the deficits in sentence comprehension in Chinese-speaking DAT patients with different degrees of severity using sentence-picture matching tasks. The study revealed a significant effect of syntactic complexity in patients and healthy controls, but the effect was stronger in patients than in healthy controls. When working memory demand was minimized, the effect of syntactic complexity was only significant in patients with moderate DAT, but not in healthy controls or those with mild DAT. The findings suggest that in patients with mild DAT, working memory decline was the major source of sentence comprehension difficulty and in patients with moderate DAT, working memory decline and syntactic impairment jointly contributed to the impairments in sentence comprehension. The source of sentence comprehension deficits varied with degree of dementia severity.

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Spencer, Mercedes, and Richard K. Wagner. "The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis." Review of Educational Research 88, no. 3 (January 3, 2018): 366–400. http://dx.doi.org/10.3102/0034654317749187.

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The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = −0.78, 95% confidence interval, CI [−0.89, −0.68], but these deficits were not as severe as their deficit in reading comprehension (d = −2.78, 95% CI [−3.01, −2.54]). When compared with reading comprehension age–matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [−0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.

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Boudewyn, Megan A., Cameron S. Carter, and Tamara Y. Swaab. "Cognitive Control and Discourse Comprehension in Schizophrenia." Schizophrenia Research and Treatment 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/484502.

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Cognitive deficits across a wide range of domains have been consistently observed in schizophrenia and are linked to poor functional outcome (Green, 1996; Carter, 2006). Language abnormalities are among the most salient and include disorganized speech as well as deficits in comprehension. In this review, we aim to evaluate impairments of language processing in schizophrenia in relation to a domain-general control deficit. We first provide an overview of language comprehension in the healthy human brain, stressing the role of cognitive control processes, especially during discourse comprehension. We then discuss cognitive control deficits in schizophrenia, before turning to evidence suggesting that schizophrenia patients are particularly impaired at processing meaningful discourse as a result of deficits in control functions. We conclude that domain-general control mechanisms are impaired in schizophrenia and that during language comprehension this is most likely to result in difficulties during the processing of discourse-level context, which involves integrating and maintaining multiple levels of meaning. Finally, we predict that language comprehension in schizophrenia patients will be most impaired during discourse processing. We further suggest that discourse comprehension problems in schizophrenia might be mitigated when conflicting information is absent and strong relations amongst individual words are present in the discourse context.

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Caplan, David, and Nancy Hildebrandt. "Specific deficits in syntactic comprehension." Aphasiology 2, no. 3-4 (May 1988): 255–58. http://dx.doi.org/10.1080/02687038808248920.

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Capin, Philip, Eunsoo Cho, Jeremy Miciak, Greg Roberts, and Sharon Vaughn. "Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties." Learning Disability Quarterly 44, no. 3 (February 15, 2021): 183–96. http://dx.doi.org/10.1177/0731948721989973.

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This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

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Mohnke, Margaux, Claudia Bach, and Daniela Roesch-Ely. "Proverb Comprehension Deficits in Patients with Schizophrenia." Zeitschrift für Neuropsychologie 30, no. 1 (March 1, 2019): 19–30. http://dx.doi.org/10.1024/1016-264x/a000243.

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Abstract. Patients suffering from schizophrenia typically show difficulty comprehending proverbs. This deficit has been linked to social and neurocognitive domains, such as theory of mind (TOM) and, more recently, working memory (WM). It is still unclear which cognitive deficits underlie proverb comprehension. We analyzed possible associations of proverb comprehension to neurocognitive and social cognitive dysfunctions in 64 patients with schizophrenia spectrum disorders, by combining tests measuring executive functions (inhibition, cognitive flexibility, planning), WM (verbal and visuo-spatial), and social cognition (TOM). A hierarchical regression demonstrated that WM and executive dysfunction best predicted proverb comprehension, which in turn supports the conceptual integration model. Social cognition showed no additional predictive value. The ability to comprehend figurative language might depend more on neurocognitive than on social cognitive abilities.

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Montgomery, James W., Ronald B. Gillam, and Julia L. Evans. "Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1491–504. http://dx.doi.org/10.1044/2016_jslhr-l-15-0325.

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Purpose Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memory-based perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.

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8

Bickel, Claudia, Johannes Pantel, Katrin Eysenbach, and Johannes Schröder. "Syntactic Comprehension Deficits in Alzheimer's Disease." Brain and Language 71, no. 3 (February 2000): 432–48. http://dx.doi.org/10.1006/brln.1999.2277.

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9

Helm-Estabrooks, Nancy. "Treating Attention To Improve Auditory Comprehension Deficits Associated With Aphasia." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 21, no. 2 (June 2011): 64–71. http://dx.doi.org/10.1044/nnsld21.2.64.

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Auditory comprehension is rarely unaffected by aphasia, although the extent of these deficits ranges greatly. Regardless of the severity of the deficit, however, problems understanding spoken language have a notable impact on individuals' lives. Speech-language pathologists, therefore, are obligated to employ effective approaches to remediating these problems. This paper addresses ways to treat auditory comprehension starting with a careful examination that identifies preserved and disturbed areas of function and that leads clinicians to think about underlying mechanisms that might be responsible for success and failures. Several lines of evidence support the idea that attentional problems may account for at least some of what appear to be problems with comprehension of spoken language in people with aphasia (PWA). Despite the growing body of evidence that a strong relationship exists between attention and auditory comprehension performance, the prevailing approach to treating auditory comprehension deficits continues to be the linguistic stimulation approach. This paper, therefore, reviews linguistic approaches to remediating auditory comprehension before discussing studies of attention training as a “cognitive” approach to improving these skills. Also discussed is the compelling evidence that the overall cognitive status of PWA significantly influences their response to any form of aphasia treatment.

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10

Alvarado, Jesús Mª, Aníbal Puente, Virginia Jiménez, and Lorena Arrebillaga. "Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder." Spanish journal of psychology 14, no. 1 (May 2011): 62–73. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n1.5.

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The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

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Nippold, Marilyn A. "Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities." Language, Speech, and Hearing Services in Schools 48, no. 2 (April 20, 2017): 125–31. http://dx.doi.org/10.1044/2016_lshss-16-0048.

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Purpose The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., “Find the main idea”) are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Method Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents. Results The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development. Conclusion When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.

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12

Fujimoto, Norimasa, Hikaru Nakamura, Yosuke Wakutani, Tetsuya Tsuda, and Yukiko Kyobayashi. "Metaphor Comprehension Deficits in Alzheimerʼs Disease Patients." Higher Brain Function Research 37, no. 2 (June 30, 2017): 205–11. http://dx.doi.org/10.2496/hbfr.37.205.

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13

LIEBERMAN, PHILIP, JOSEPH FRIEDMAN, and LIANE S. FELDMAN. "Syntax Comprehension Deficits in Parkinson??s Disease." Journal of Nervous and Mental Disease 178, no. 6 (June 1990): 360–65. http://dx.doi.org/10.1097/00005053-199006000-00003.

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14

Carlisle, Joanne F. "Diagnosing comprehension deficits through listening and reading." Annals of Dyslexia 39, no. 1 (January 1989): 159–76. http://dx.doi.org/10.1007/bf02656907.

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15

Swaab, Tamara, Colin Brown, and Peter Hagoort. "Electrophysiological studies of comprehension deficits in aphasia." International Journal of Psychophysiology 25, no. 1 (January 1997): 71–72. http://dx.doi.org/10.1016/s0167-8760(97)85543-2.

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16

Keenan, Janice M., and Chelsea E. Meenan. "Test Differences in Diagnosing Reading Comprehension Deficits." Journal of Learning Disabilities 47, no. 2 (March 21, 2012): 125–35. http://dx.doi.org/10.1177/0022219412439326.

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17

Grossman, Murray, Jenifer Mickanin, Kris Onishi, and Elizabeth Hughes. "Verb Comprehension Deficits in Probable Alzheimer's Disease." Brain and Language 53, no. 3 (June 1996): 369–89. http://dx.doi.org/10.1006/brln.1996.0054.

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18

OGRADY, W., and M. LEE. "A mapping theory of agrammatic comprehension deficits." Brain and Language 92, no. 1 (January 2005): 91–100. http://dx.doi.org/10.1016/j.bandl.2004.05.009.

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19

Beatty, William W., Diana M. Orbelo, Kristen H. Sorocco, and Elliott D. Ross. "Comprehension of affective prosody in multiple sclerosis." Multiple Sclerosis Journal 9, no. 2 (April 2003): 148–53. http://dx.doi.org/10.1191/1352458503ms897oa.

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Deficits in cognition have been repeatedly documented in patients with multiple sclerosis (MS), but their ability to comprehend emotional information has received little study. Forty-seven patients with MS and 19 demographic controls received the comprehension portion of the A prosodia Battery, which is known to be sensitive to the impairments of patients with strokes and other neurological conditions. Patients also received tests of hearing, verbal comprehension and naming, a short cognitive battery, and the Beck Depression Inventory. Patients with MS were impaired in identifying emotional states from prosodic cues. The magnitude of the deficits was greatest for patients with severe physical disability and under test conditions of limited prosodic information. Correlational analyses suggested that the patients’ difficulties in comprehending affective prosodic information were not secondary to hearing loss, aphasic deficits, cognitive impairment, or depression. For some patients with MS, deficits in comprehending emotional information may contribute to their difficulties in maintaining effective social interactions.

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20

Robertson, Shari B. "Hiding in Plain Sight: Text Comprehension, Hyperlexia, and Adolescents With Autism Spectrum Disorder." Perspectives of the ASHA Special Interest Groups 4, no. 3 (June 19, 2019): 438–46. http://dx.doi.org/10.1044/2019_pers-sig1-2018-0024.

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Purpose Reading comprehension is a critical skill for success in academic, social, and vocational settings. However, comprehension problems for readers with autism spectrum disorder (ASD) are often overlooked during the period when most children are learning to read, masked by strong early decoding skills, a good memory for specific facts, and an understanding of concrete content. As students progress through the grades, the content of what they must read to be successful becomes increasingly complex and the comprehension deficit, present but unrecognized from the earliest interactions with text, is revealed. This article provides an overview of how the core deficits of individuals with ASD impact on the reading comprehension and academic success of older students. Conclusion Identification and intervention to address the underlying comprehension deficit has the potential to provide benefit in academic and personal pursuits of adolescent readers with ASD.

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Kralova, M., B. Meszaros Hideghety, J. Markova, Z. Csefalvay, and M. Hajduk. "The relationship between language deficit, severity and structure of cognitive decline and BPSD in patients with dementia and MCI." European Psychiatry 33, S1 (March 2016): S370. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1326.

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IntroductionComprehensive language testing shows a strong relationship between overall severity of cognitive decline and language deficit. Moreover, the language performance can be affected also by neuropsychiatric symptoms of dementia.AimTo detect the language deficits in sentence comprehension in patients with MCI and dementia and to determine the relationship between them, the severity and the structure of cognitive impairment and independently between them and BPSD.MethodIn the sample of 46 cognitively declined patients (MCI and dementia, majority of them with Alzheimer's disease), we evaluated the severity and the structure of cognitive impairment by means of MoCA instrument, language deficits by our own sentence comprehension test and BPSD by means of NPI-Q.ResultsThe average performance in the sentence comprehension test was about 90% of normal in the group of MCI patients, about 75% in mild, about 60% in moderate and only about 20% in the group of severe dementias. According to individual cognitive domains, their impact on language performance was different. We found a strong correlation between the overall severity of BPSD and the language performance, too.ConclusionAt earlier stages of cognitive disorders/dementias, the language specific test should be used to discover comprehension deficits, because at the simple level of word the language skills are preserved. BPSD are also associated with language deficits even when the severity of dementia is controlled for. Identification of these communication disturbances can help to detect cognitive decline earlier and to start preserving treatment in time.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Penke, Martina, and Eva Wimmer. "Verbal short-term memory and sentence comprehension in German children and adolescents with Down syndrome: Beware of the task." First Language 40, no. 4 (January 16, 2020): 367–89. http://dx.doi.org/10.1177/0142723719899587.

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In individuals with Down syndrome (DS) deficits in verbal short-term memory (VSTM) and deficits in sentence comprehension co-occur, suggesting that deficits in VSTM might be causal for the deficits in sentence comprehension. The present study aims to explore the presumed relationship between VSTM and sentence comprehension in individuals with DS by specifically targeting the influence of task demands. The authors assessed VSTM skills in 18 German-speaking children/adolescents with DS by a nonword repetition (NWR) test and elicited data from three different tasks on the comprehension of complex sentence structures: two sentence-picture-matching tasks (TROG-D and a passive test) and one picture-pointing task on object wh-questions. Whereas performance in NWR yielded a significant degree of prediction for scores obtained in the TROG-D and in passive comprehension, no significant degree of prediction was found for NWR and object wh-question comprehension. Moreover, implicational scaling analyses indicated that mental-age adequate performance in sentence comprehension did not imply adequate performance in NWR. Research is needed that specifies the relation between memory systems and sentence comprehension while considering the influence of task demands.

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Spector, Cecile C. "Remediating Humor Comprehension Deficits in Language-Impaired Students." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 20–27. http://dx.doi.org/10.1044/0161-1461.2301.20.

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Language-impaired children and adolescents, in general, have been found to have significantly poorer comprehension of humor than their peers with normal language development. This paper discusses sources of difficulty for these students in understanding the various aspects of humor and describes general and specific techniques for remediating comprehension deficits.

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Urano, Masayo, and Masaru Mimura. "Spatial Comprehension Deficits in Left Parietal Damaged Aphasics." Higher Brain Function Research 31, no. 4 (2011): 422–29. http://dx.doi.org/10.2496/hbfr.31.422.

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Locascio, Gianna, E. Mark Mahone, Sarah H. Eason, and Laurie E. Cutting. "Executive Dysfunction Among Children With Reading Comprehension Deficits." Journal of Learning Disabilities 43, no. 5 (April 7, 2010): 441–54. http://dx.doi.org/10.1177/0022219409355476.

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26

MD, M. G., S. Carvell, S. Gollomp, M. B. Stern, G. V. RN, and H. I. Hurtig. "Sentence comprehension and praxis deficits in Parkinson's disease." Neurology 41, no. 10 (October 1, 1991): 1620. http://dx.doi.org/10.1212/wnl.41.10.1620.

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Shallice, T. "Modality specific word comprehension deficits in deep dyslexia." Neurocase 6, no. 2 (April 1, 2000): 174a—174. http://dx.doi.org/10.1093/neucas/6.2.174-a.

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Kamminga, Jody, Felicity V. C. Leslie, Sharpley Hsieh, Jashelle Caga, Eneida Mioshi, Michael Hornberger, Kirrie J. Ballard, Matthew C. Kiernan, John R. Hodges, and James R. Burrell. "Syntactic comprehension deficits across the FTD-ALS continuum." Neurobiology of Aging 41 (May 2016): 11–18. http://dx.doi.org/10.1016/j.neurobiolaging.2016.02.002.

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Masterson, Jackie, Judit Druks, Michael Kopelman, Linda Clare, Claire Garley, and Maureen Hayes. "Selective Naming (and Comprehension) Deficits in Alzheimer's Disease?" Cortex 43, no. 7 (January 2007): 921–34. http://dx.doi.org/10.1016/s0010-9452(08)70691-9.

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Badecker, William, Patricia Nathan, and Alfonso Caramazza. "Varieties of Sentence Comprehension Deficits: A Case Study." Cortex 27, no. 2 (June 1991): 311–21. http://dx.doi.org/10.1016/s0010-9452(13)80136-0.

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31

Ferstl, Evelyn C., Katrin Walther, Thomas Guthke, and D. Yves von Cramon. "Assessment of Story Comprehension Deficits After Brain Damage." Journal of Clinical and Experimental Neuropsychology 27, no. 3 (April 2005): 367–84. http://dx.doi.org/10.1080/13803390490515784.

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32

Pillay, Sara B., Jeffrey R. Binder, Colin Humphries, William L. Gross, and Diane S. Book. "Lesion localization of speech comprehension deficits in chronic aphasia." Neurology 88, no. 10 (February 8, 2017): 970–75. http://dx.doi.org/10.1212/wnl.0000000000003683.

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Objective:Voxel-based lesion-symptom mapping (VLSM) was used to localize impairments specific to multiword (phrase and sentence) spoken language comprehension.Methods:Participants were 51 right-handed patients with chronic left hemisphere stroke. They performed an auditory description naming (ADN) task requiring comprehension of a verbal description, an auditory sentence comprehension (ASC) task, and a picture naming (PN) task. Lesions were mapped using high-resolution MRI. VLSM analyses identified the lesion correlates of ADN and ASC impairment, first with no control measures, then adding PN impairment as a covariate to control for cognitive and language processes not specific to spoken language.Results:ADN and ASC deficits were associated with lesions in a distributed frontal-temporal parietal language network. When PN impairment was included as a covariate, both ADN and ASC deficits were specifically correlated with damage localized to the mid-to-posterior portion of the middle temporal gyrus (MTG).Conclusions:Damage to the mid-to-posterior MTG is associated with an inability to integrate multiword utterances during comprehension of spoken language. Impairment of this integration process likely underlies the speech comprehension deficits characteristic of Wernicke aphasia.

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Russell, Stephen M., and John G. Golfinos. "Amusia following resection of a Heschl gyrus glioma." Journal of Neurosurgery 98, no. 5 (May 2003): 1109–12. http://dx.doi.org/10.3171/jns.2003.98.5.1109.

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✓ The incidence and character of neurological deficits following resection of glial neoplasms localized to the Heschl gyrus are currently unknown. In this series, the authors report the clinical presentation, management, and postoperative course of three patients with right hemisphere Heschl gyrus gliomas, one of whom developed difficulty with music production and comprehension postoperatively. Resection of right hemisphere Heschl gyrus gliomas can result in deficits involving music comprehension. Preliminary evidence suggests that when these deficits occur, they may be transient in nature.

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Cooper, Judith A., and Charles R. Flowers. "Children with a History of Acquired Aphasia." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 251–62. http://dx.doi.org/10.1044/jshd.5203.251.

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Fifteen children and adolescents with a history of acquired aphasia were administered a battery of language and academic tests, 1–10 years postonset. As a group, these children performed significantly more poorly than non-brain-injured subjects on the language measures, with deficits in word, sentence, and paragraph comprehension; naming; oral production of complex syntactic constructions; and word fluency. One particular language deficit or cluster of deficits did not characterize the group as a whole. For individual brain-injured subjects, language deficits ranged from no or only mild impairment to significant language deficits. All brain-injured subjects were functional verbal communicators at the time of the study; that is, all were oral and primarily used grammatical sentences as their means of communication. Academic difficulties were characteristic of this population. Two thirds of the brain-injured group were receiving academic assistance of some kind at the time of the study. Poor performance on arithmetic calculations was typical. The brain-injured group was heterogeneous with regard to age at onset, etiology, extent of damage, length of recovery, and outcome profiles. Careful and comprehensive assessment of a range of language and academic abilities is essential to adequately identify needs and appropriate intervention strategies for this population.

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Longworth, C. E., W. D. Marslen-Wilson, B. Randall, and L. K. Tyler. "Getting to the Meaning of the Regular Past Tense: Evidence from Neuropsychology." Journal of Cognitive Neuroscience 17, no. 7 (July 2005): 1087–97. http://dx.doi.org/10.1162/0898929054475109.

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Neuropsychological impairments of English past tense processing inform a key debate in cognitive neuroscience concerning the nature of mental mechanisms. Dual-route accounts claim that regular past tense comprehension deficits reflect a specific impairment of morphological decomposition (e.g., jump + ed), disrupting the automatic comprehension of word meaning accessed via the verb stem (e.g., jump). Single-mechanism accounts claim that the deficits reflect a general phonological impairment that affects perception of regular past tense offsets but which might preserve normal activation of verb semantics. We tested four patients with regular past tense deficits and matched controls, using a paired auditory semantic priming/lexical decision task with three conditions: uninflected verbs (hope/wish), regular past tense primes (blamed/accuse), and irregular past tense primes (shook/tremble). Both groups showed significant priming for verbs with simple morphophonology (uninflected verbs and irregular past tenses) but the patients showed no priming for verbs with complex morphophonology (regular past tenses) in contrast to controls. The findings suggest that the patients are delayed in activating the meaning of verbs if a regular past tense affix is appended, consistent with a dual-route account of their deficit.

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Schäffler, Leonard, Hans O. Lüders, Dudley S. Dinner, Ronald P. Lesser, and Gordon J. Chelune. "Comprehension deficits elicited by electrical stimulation of Broca's area." Brain 116, no. 3 (1993): 695–715. http://dx.doi.org/10.1093/brain/116.3.695.

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Silagi, Marcela Lima, Camila Maia Rabelo, Eliane Schochat, and Letícia Lessa Mansur. "Healthy Aging and Compensation of Sentence Comprehension Auditory Deficits." BioMed Research International 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/640657.

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Objectives. To analyze the effect of aging on sentence auditory comprehension and to study the relationship between this language skill and cognitive functions (attention, working memory, and executive functions).Methods. A total of 90 healthy subjects were divided into three groups: adults (50–59 years), young-old (60–69 years), and old-old (70–80 years). Subjects were assessed using the Revised Token Test. The measures used for performance analysis were number of correct answers (accuracy) and execution time of commands on the different subtests.Results. Regarding accuracy, groups showed similar performance on the first blocks, but the young-old and old-old performed worse than adults on blocks 9 and 10. With respect to execution time, groups differed from block 2 (i.e., the groups differed for all blocks, except for block 1), with the worst performance observed in the old-old group, followed by that of the young-old group. Therefore, the elderly required more time to attain performance similar to that of adults, showing that time measurements are more sensitive for detecting the effects of age. Sentence comprehension ability is correlated with cognitive test performance, especially for global cognition and working memory tests.Conclusions. Healthy aging is characterized by the ability to compensate for difficulties in linguistic processing, which allows the elderly to maintain functional communication.

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Grillo, Nino. "Generalized Minimality: Feature impoverishment and comprehension deficits in agrammatism." Lingua 119, no. 10 (October 2009): 1426–43. http://dx.doi.org/10.1016/j.lingua.2008.04.003.

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Cooke, Ayanna, Christian DeVita, James Gee, David Alsop, John Detre, Willis Chen, and Murray Grossman. "Neural basis for sentence comprehension deficits in frontotemporal dementia." Brain and Language 85, no. 2 (May 2003): 211–21. http://dx.doi.org/10.1016/s0093-934x(02)00562-x.

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Werfel, Krystal L., Laura Peek, Gabriella Reynolds, and Sydney Bassard. "Hearing Screening Failure Among Students With Reading Impairment: Rate and Relation to Specific Reading Deficits." Perspectives of the ASHA Special Interest Groups 5, no. 5 (October 23, 2020): 1212–20. http://dx.doi.org/10.1044/2020_persp-19-00163.

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Background The purpose of this preliminary study was to explore one potential underlying factor that may contribute to poor reading outcomes: minimal hearing loss. Additionally, we compared decoding and comprehension deficits in students who passed or failed the hearing screening. Method Forty-three school-age students completed a hearing screening and a literacy assessment. Results Fifty-four percent of children with reading impairments failed the hearing screening, compared to only 21% of children with typical reading. Additionally, students who failed the hearing screening were more likely to exhibit decoding deficits; comprehension skills between the hearing screening groups did not differ. Conclusions Thus, children with reading impairments are more likely to fail hearing screenings than children with typical reading, and the deficits of those who fail hearing screenings appear to center on decoding rather than comprehension skills. Supplemental Material https://doi.org/10.23641/asha.12818252

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Nippold, Marilyn A., Stephanie A. Martin, and Barbara J. Erskine. "Proverb Comprehension in Context." Journal of Speech, Language, and Hearing Research 31, no. 1 (March 1988): 19–28. http://dx.doi.org/10.1044/jshr.3101.19.

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Although previous studies have reported that proverb comprehension remains quite literal before adolescence, the results of the present study indicated that fourth graders performed well on a proverb comprehension task involving contextual information and a written multiple choice format. It was also found that performance on the proverb task steadily improved at least through the eighth grade and was significantly correlated to performance on a perceptual analogical reasoning task. The study contributes to the small but growing body of information concerning language development during the preadolescent and adolescent years and may have some important implications for the assessment of youngsters of this age range who have comprehension deficits that are troublesome, yet difficult to document.

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Bagner, Daniel M., Meredith R. D. Melinder, and Deanna M. Barch. "Language comprehension and working memory language comprehension and working memory deficits in patients with schizophrenia." Schizophrenia Research 60, no. 2-3 (April 2003): 299–309. http://dx.doi.org/10.1016/s0920-9964(02)00280-3.

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Lundgren, Kristine, and Hiram Brownell. "Figurative Language Deficits Associated With Right Hemisphere Disorder." Perspectives of the ASHA Special Interest Groups 1, no. 2 (March 31, 2016): 66–81. http://dx.doi.org/10.1044/persp1.sig2.66.

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Purpose To describe the nonliteral language deficits associated with right hemisphere disorder (RHD), discuss the neuroimaging data associated with the processing of nonliteral language, and to offer some suggestions for treating this type of cognitive-linguistic disorder. Method In this discussion, we review literature on comprehension of metaphor, idioms, proverbs, and sarcasm and provide some treatment options. Conclusion The evidence-based treatment options for the remediation of figurative language deficits are extremely limited, not only for those individuals with RHD, but for all populations of children and adults with figurative language comprehension impairments.

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Sanders, Sara, Robin Parks Ennis, and Mickey Losinski. "Academic and Behavioral Strategies to Enhance the Understanding of Expository Text for Secondary Students With EBD." Beyond Behavior 27, no. 2 (July 20, 2018): 65–73. http://dx.doi.org/10.1177/1074295618780975.

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Secondary students with emotional and behavioral disorders may experience a phenomenon known as the failure cycle where behavioral needs and academic deficits negatively impact learning, including reading comprehension. Self-regulated strategy development (SRSD) is one emerging method that addresses behavioral needs and reading comprehension deficits and allows for the integration of low-intensity behavioral strategies. This article demonstrates how two low-intensity behavioral strategies, opportunities to respond and behavior-specific praise, can be embedded in SRSD reading instruction.

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Montgomery, James W., Rosalind R. Scudder, and Christopher A. Moore. "Language-impaired children's real-time comprehension of spoken language." Applied Psycholinguistics 11, no. 3 (September 1990): 273–90. http://dx.doi.org/10.1017/s0142716400008894.

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ABSTRACTLanguage-impaired children have been shown to exhibit a variety of post-sentence comprehension deficits. Comprehension, however, may also be assessed as it develops rather than after it has occurred. The present investigation compared the real-time language processing abilities of language-impaired and normal children using a word recognition reaction time paradigm. Children's reaction times across three word positions in three sentence type conditions were measured. Results showed that the language-impaired children used linguistic context to facilitate word recognition, but were slower to do so than their normally developing peers. The results were interpreted to suggest that language-impaired children are less proficient than normal children at using their linguistic knowledge to develop linguistic representations of sentence meaning. An on-line retrieval deficit or deficient connections among processing units (e.g., Rumelhart & McClelland, 1986a, 1986b; Waltz & Pollack, 1985) are suggested as likely sources of the language-impaired children's language processing difficulties.

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NORBURY, COURTENAY FRAZIER, DOROTHY V. M. BISHOP, and JOSIE BRISCOE. "Does impaired grammatical comprehension provide evidence for an innate grammar module?" Applied Psycholinguistics 23, no. 2 (June 2002): 247–68. http://dx.doi.org/10.1017/s0142716402002059.

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Children with specific language impairment (SLI) have distinctive impairments in the comprehension of sentences that involve long-distance syntactic relationships. This has been interpreted as evidence for impairment in an innate grammatical module. An alternative theory attributes such difficulties to lower level problems with speech perception or deficits in phonological working memory. These theoretical accounts were contrasted using comprehension data from three subgroups: 20 children with SLI, 19 children with mild–moderate hearing loss, and normally developing children matched on age and/or language level. There were close similarities between the hearing-impaired and SLI groups on a measure of phoneme perception. Children with SLI did poorly on tests assessing knowledge of Binding principles and in assigning thematic roles in passive sentences whereas hearing-impaired children performed close to control levels, indicating that poor speech perception cannot account for this pattern of deficit. However, the pattern of errors on syntactic tasks and the relatively weak correlation between different indicators of syntactic deficit seemed incompatible with a modular hypothesis. We propose that limited processing capacity is the principal determinant of deficient syntactic comprehension in SLI.

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Koury, Gisele V. H., Francisca C. R. da S. Araújo, Kauê M. Costa, and Manoel da Silva Filho. "A Digital Filter-Based Method for Diagnosing Speech Comprehension Deficits." Mayo Clinic Proceedings: Innovations, Quality & Outcomes 5, no. 2 (April 2021): 241–52. http://dx.doi.org/10.1016/j.mayocpiqo.2020.09.007.

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Fukusako, Yoko, Hisako Monoi, and Hajime Hirose. "Recovery Patterns of Auditory Comprehension Deficits in Treated Aphasic Patients." Japan Journal of Logopedics and Phoniatrics 32, no. 3 (1991): 280–90. http://dx.doi.org/10.5112/jjlp.32.280.

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Charles, D., C. Olm, J. Powers, S. Ash, D. J. Irwin, C. T. McMillan, K. Rascovsky, and M. Grossman. "Grammatical comprehension deficits in non-fluent/agrammatic primary progressive aphasia." Journal of Neurology, Neurosurgery & Psychiatry 85, no. 3 (September 13, 2013): 249–56. http://dx.doi.org/10.1136/jnnp-2013-305749.

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Chan, Agnes S., Jasmine Cheung, Winnie W. M. Leung, Rebecca Cheung, and Mei-chun Cheung. "Verbal Expression and Comprehension Deficits in Young Children With Autism." Focus on Autism and Other Developmental Disabilities 20, no. 2 (May 2005): 117–24. http://dx.doi.org/10.1177/10883576050200020201.

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