The impact of pre-stroke formal education on language test performance in aphasic and non-aphasic stroke survivors.

ABSTRACT:

Background

A greater amount of education is known to positively impact language skills in neurotypical populations, but its influence on language outcomes and recovery after stroke remains unclear.

Aims

This study of 749 stroke survivors, with and without aphasia, investigated (A) which aphasia assessment tasks benefitted most from more pre-stroke education; and whether the effect of education (B) differs for aphasic and non-aphasic participants or other stroke and non-stroke-related variables, and/or (C) facilitates recovery from post-stroke aphasia.

Methods

Participants ranged from one month to 42 years post-stroke. They were assessed using (i) the Comprehensive Aphasia Test (CAT), and (ii) self-report questionnaires that measured speech production, comprehension, r

SUBMITTER: Roberts SM 

PROVIDER: S-EPMC12839798 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature