Abstract
Despite the similarities between RAVE-O and effective aphasia treatments, a RAVE-O approach has not been investigated as an aphasia treatment in its own right, nor has its efficacy for treating acquired dyslexia been explored. The purpose of this study was to investigate the efficacy of using a modified RAVE-O approach, which was designed to support literacy for early elementary school students, with an adult stroke patient. The participant in this study was a 53-year-old woman with aphasia due to stroke, who was a client at the Maryjane Rees Language, Speech and Hearing Center at the California State University of Sacramento. Her reading accuracy was consistent with a diagnosis of acquired phonological dyslexia, and her expressive language was consistent with non-fluent aphasia. This study used a case-study design in which the participant’s performance was monitored individually for improvement. The participant’s literacy goals were addressed using a modified RAVE-O kit and corresponding weekly homework was assigned; she was trained to read ten words from each of five word families, and was taught alternate meanings of five multiple meaning words. Results of this study are inconclusive regarding use of a modified RAVE-O approach to treat acquired dyslexia and aphasia post-stroke. However, results suggest general reading and language improvements of the participant as demonstrated by increased comfort and speed while reading, awareness of incorrectly and correctly read words, and understanding of the concept of multiple-meaning words.