Summary of the Systematic Review

Article Citation

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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Sponsoring Body

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Article Quality Ratings

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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.

Article Details

Description

This systematic review examined the literature on discourse level reading comprehension interventions for adults with acquired brain injury.

Questions/Aims Addressed

"This review specifically aimed to

  1. identify the types of reading comprehension interventions utilized;
  2. review the effectiveness of the interventions;
  3. review the methodological quality of studies;
  4. identify assessment methods and outcome measures used for discourse level reading comprehension in [acquired brain injury] and
  5. identify and review the interventions in relation to clinical practice" (p. 316)

Population

Adults with non-progressive acquired brain injury

Intervention/Assessment

Discourse level reading comprehension interventions

Number of Studies Included

23

Years Included

Up to November 11, 2015


Conclusions from This Systematic Review

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Treatment

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.

Keywords: Reading Treaments, Language

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