Strategies to Accommodate Reading (STAR)

NCT03312270 | Completed

• 1 other identifier: 01446r
• Study Type: interventional
• Target: 152
• Locations: 1 country
• Sites: 2

Brief Summary

People with aphasia often understand spoken utterances better than written sentences. They also benefit from having content appear in multiple rather than single modalities. Because text-to-speech (TTS) systems accommodate both of these functions, it provides an ideal basis for a reading intervention. TTS systems convert written text to provide both text and auditory information. Research about using TTS supports with people with aphasia has not extended beyond basic case studies and our studies of sentence level comprehension. Hence, no evidence exists about varying TTS features-such as speech output, speech rate, and text highlighting-known to benefit others with reading problems. Also, social acceptance of TTS is not well understood, even though it is critical to adoption and long-term use of the technology. The purpose of this study is to evaluate various aspects of multimodality presentation of material through TTS systems used by people with aphasia. The immediate outcome of the proposed research will be evidence-based recommendations for selecting and adjusting TTS systems and features. This work will enable clinicians to maximize benefits for adults with varying aphasia profiles. We also will obtain initial evidence about the social validity and perceived value of TTS system use for this population.

Conditions

Aphasia

Keywords

aphasia; comprehension; text-to-speech; social validity

Outcome Measures

Primary Outcomes (1)

• 1. What is the accuracy with which people with aphasia comprehend paragraph-level information presented as single modalities (auditory or written) versus multiple modalities (written and auditory)?

  Participants will answer questions after listening and/or reading stories

  4 sessions, 9 minutes each over the course of 1 month

Secondary Outcomes (2)

• Which text-to-speech systems feature variations do people with aphasia prefer and derive the most benefit in terms of comprehension accuracy?

  Up to 5 sessions, 90 minutes each over the course of 1 month

• 3. How do people with aphasia perceive and behave when using currently available text-to-speech systems?

  1 session lasting up to 2 hours

Study Arms (1)

Multimodality information Comprehension

EXPERIMENTAL

Evaluate various aspects of multimodality presentation of materials through text-to-speech systems used by people with aphasia.

Behavioral: Multimodality information comprehension

Interventions

Multimodality information comprehension BEHAVIORAL

Evaluate various aspects of multimodality presentation of materials through text-to-speech systems used by people with aphasia.

Multimodality information Comprehension

Eligibility Criteria

• Age: 19 Years - 90 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Clinical diagnosis of aphasia with reading comprehension impairment resulting from stroke
• Age 19-90 years
• At least 6 months post stroke
• American English is primary language

You may not qualify if:

• Presence of hearing impairment (i.e., prescribed bilateral hearing aids or failed hearing screening)
• Presence of vision or motor impairments as determined by screening task described below.
• History of neurological or developmental (reading or learning) impairment other than stroke as determined by self- or family-report.

Sponsors & Collaborators

• Miami University: lead
• Duquesne University: collaborator
• University of Arizona: collaborator
• Quality Living, Inc.: collaborator

Study Sites (2)

Miami University

Oxford, Ohio, 45056, United States

Location

Duquesne University

Pittsburgh, Pennsylvania, 15282, United States

Location

MeSH Terms

Conditions

Aphasia

Condition Hierarchy (Ancestors)

Speech Disorders; Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Study Officials

• Kelly Knollman-Porter, PhD

  Miami University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Examination of comprehension differences when information is presented under different conditions: (a) written only, (b) auditory only or (c) combined written and auditory.

Study Record Dates

• First Submitted: October 12, 2017
• First Posted: October 17, 2017
• Study Start: May 1, 2018
• Primary Completion: June 1, 2022
• Study Completion: June 1, 2022
• Last Updated: October 6, 2022

Record last verified: 2022-10

Data Sharing

• IPD Sharing: Will not share

Locations

US (2)