Summary of the Systematic Review
Discourse Level Reading Comprehension Interventions Following Acquired Brain Injury: A Systematic Review
Watter, K., Copley, A., et al. (2017).
Disability and Rehabilitation, 39(4), 315-337.
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Indicators of Review Quality
- Yes The review states a clearly focused question/aim.
- Yes Criteria for inclusion of studies are provided.
- Yes Search strategy described in sufficient detail for replication.
- Yes Included studies are assessed for study quality.
- Yes Quality assessments are reproducible.
- Yes Characteristics of the included studies are provided.
This systematic review examined the literature on discourse level reading comprehension interventions for adults with acquired brain injury.
"This review specifically aimed to
- identify the types of reading comprehension interventions utilized;
- review the effectiveness of the interventions;
- review the methodological quality of studies;
- identify assessment methods and outcome measures used for discourse level reading comprehension in [acquired brain injury] and
- identify and review the interventions in relation to clinical practice" (p. 316)
Adults with non-progressive acquired brain injury
Discourse level reading comprehension interventions
Number of Studies Included
Up to November 11, 2015
Conclusions from This Systematic Review
What are Conclusions?
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Given the small evidence base, no firm conclusions could be made and no single discourse level treatment of reading comprehension was considered a gold standard. Overall, results indicated the majority of interventions were able to produce change in abilities, whether results were statistically significant or trends in reading skills. Strategy-based interventions (which included strategies such as highlighting, reading aloud, visualization, chunking) in particular appeared promising; results suggested they may also be cost-effective due to short intervention dosage.