Article

OBJECTIVE: To determine the role of education and socioeconomic status on the
severity of aphasia after stroke. DESIGN: Cross-sectional study. SETTING: Stroke
units of 2 affiliated medical centers. PARTICIPANTS: Stroke patients (n=173)
within 24 hours of symptom development and hospitalized controls (n=62) matched
for age, education, and socioeconomic status (SES) with normative brain magnetic
resonance imaging. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Percent
error on 9 language tasks (auditory and written comprehension, naming [oral,
written, and tactile], oral reading, oral spelling, written spelling, and
repetition). Education was recorded in years and dichotomized as less than 12
years or 12 years and above for data analysis. Demographic characteristics (age,
sex, race) and stroke volume were recorded for adjustment. SES was obtained from
census tract data as 2 variables: mean neighborhood household income and family
income. RESULTS: The percentage of errors for participants with 12 or more years
of education was significantly lower for auditory and written comprehension,
written naming, oral reading, oral spelling, and written spelling of fifth grade
vocabulary words, even after adjusting for age, sex, stroke volume, and SES.
CONCLUSIONS: These findings suggest that even once learned, access to written
word forms may become less vulnerable to disruption by stroke with increasing
years of education.
CI - Copyright (c) 2011 American Congress of Rehabilitation Medicine. Published by
Elsevier Inc. All rights reserved.

Langue : ANGLAIS