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ERIC Number: EJ1043534
Record Type: Journal
Publication Date: 2014-Oct
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1092-4388
Effect of Posttraumatic Stress on Study Time in a Task Measuring Four Component Processes Underlying Text-Level Reading
Sullivan, Michael P.; Griffiths, Gina G.; Sohlberg, Mckay Moore
Journal of Speech, Language, and Hearing Research, v57 n5 1731-1739 Oct 2014
Purpose: To investigate the effect of combat-related posttraumatic stress disorder (PTSD) on 4 components underlying text-level reading comprehension. Method: A group of 17 veterans with PTSD and 17 matched control participants took part. An experimental task required participants to read and study 3-sentence paragraphs describing semantic features associated with real and unreal objects. Each paragraph was followed by true-false statements that assessed knowledge access, text memory, inference, and integration. Results: The results revealed that the PTSD group took significantly longer than the control group to study the paragraphs. Although there was no group difference in test statement accuracy, the PTSD group also took significantly longer to respond to the test statements. Conclusions: Overall, the results provide evidence for the control theory of attention but suggest that more direct measures of task-irrelevant processing during text-level reading are needed. More important, the results begin to lay a foundation for developing not only diagnostic but also intervention strategies.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: 1012947