Science of Aphasia 5 Cross Linguistic Aspects of Aphasia ...

Results
TABLE 1
Proportion of correct responses in different background assessments
N-Items Subtests
LEXICAL DECISION
RA BR MH GE GG EB JK BF HW ZU
80 auditory 83.8 96.3 86.3 93.8 91.3 92.5 97.5 97.5 93.8 98.8
80 visual
REPETITION
86.3 88.8 80 73.8 87.5 96.3 97.5 90 88.8 96.3
40 pseudowords 72.5 15 90 25 77.5 62.5 77.5 97.5 70 92.5
40 words
READING
90 67.5 100 55 87.5 90 95 92.5 97.5 100
20 letters nt nt 0 nt 10 80 95 90 5 15
40 pseudowords 0 0 0 0 5 77.5 70 47.5 0 0
40 words (regular)
PICTURE-NAMING
2.5 0 12.5 10 70 92.5 100 75 72.5 77.5
240 spoken 1.25 10 17.1 15 52.1 47.9 12.5 55.4 34.6 29.2
20 written 0 0 30 0 5 75 55 40 5 0
nt = not tested
Spoken picture naming was examined in a set of 240 pictured objects obtained from various sources. All other
subtests were taken from LeMo (De Bleser et al., 1997).
Figure 1: Proportion of (additional) correct responses after different types of word form related information
Metrical cues were at least as effective as initial phoneme cues in eight patients. Only two patients profited
significantly more from initial phonemes than from the metrical structure of the target word (patients BF and
ZU: p < .05; χ 2 -Test, two-tailed; cf. Figure 1).
The effectiveness of initial phoneme cues correlated significantly with the ability to repeat pseudowords
(Spearman-Rho, two-tailed: .65, p< .05) but not with the ability to repeat words (Spearman-Rho, two-tailed:
.561, p = .09). Patients with less impairment in the repetition of pseudowords benefited most from initial
phoneme cues. No significant correlations were obtained between repetition accuracies and the effectiveness of
initial grapheme cues or metrical cues.
Initial grapheme cues affected word retrieval significantly in six patients. Only three of them were (partially)
able to transcode written materials (pseudowords; letters) on a sublexical processing level (patients JK; EB; BF).
The other three patients who had profited from initial grapheme cues significantly were not able to name (or
sound out) initial letters or to read pseudowords (GG; HW; ZU). For the whole group the effectiveness of
orthographic cueing correlated with lexical reading (Spearman-Rho, two-tailed: .71, p < .05), but not with