Abstract
We reported four kinds of facilitaion methods, which are based on effects of following trainings, for speech improvement in aphasic patients: (1) The comparison of performance in oral naming after the training using Kanji writing and the training using repetition. (2) The comparison the oral naming method using Kanji or Kana reading aloud with using repetition. (3) The interaction between oral naming and Kanji reading aloud. (4) The interaction between repetition and Kana reading aloud. As the results, the language ability which was relatively spared improved more than more severely disordered ability. For example, auditory stimuli were not so effective as visual stimuli for patients with disorders of the auditory information processing, We found visual stimuli to be a useful for self-study materials for aphasia, even in the cases when auditory and visual stimulus showed almost the same effectiveness. These data suggest the importance of taking into account the cognitive neuropsychological mechanisms which underlying the language disorders in the selecting materials and training methods.
