{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T02:06:16Z","timestamp":1782871576493,"version":"3.54.5"},"reference-count":45,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2023,4,19]],"date-time":"2023-04-19T00:00:00Z","timestamp":1681862400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2023,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Reading comprehension is frequently impaired in persons with aphasia (PWA). For goal\u2010setting and outcome measurement, speech and language therapists (SLTs) need to determine an individual's perspective of their reading difficulties and everyday reading activities. The Comprehensive Assessment of Reading in Aphasia (CARA) reading questionnaire provides a person\u2010centred tool to find out the individual perception of reading functions, reading\u2010related emotions and reading activities in PWA. It was developed and evaluated in English. So far, there is no equivalent instrument in German.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To translate and adapt the CARA reading questionnaire into German language and culture, to evaluate its practicability and acceptance, and to provide the first psychometric properties of the German version.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>Based on translation and adaptation guidelines, we conducted two forward translations that were merged and then adapted. A back translation was prepared and compared with the original version. It was found to be semantically equivalent by one of the authors of the original version. We performed pilot testing with 12 PWA, and the pilot version was adapted according to the comments of these participants. We then collected data on self\u2010reported perception of reading and on psychometric properties of the translated and adapted German version. A total of 22 German\u2010speaking PWA completed the questionnaire at least five times during an intervention study. We analysed retest reliability with Spearman correlation, internal consistency with Cronbach's alpha, internal responsiveness with the standardized response mean, as well as the relationship between outcomes of the questionnaire and text comprehension measures using repeated measures correlations.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>Our data suggest good practicability and acceptance of the German version of the CARA reading questionnaire as well as appropriate validity, reliability and sensitivity to measure therapy\u2010induced change. We found moderate correlations between outcomes of the questionnaire and text\u2010level reading speed.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>The German version of the CARA reading questionnaire could be helpful in intervention planning and goal\u2010setting with German\u2010speaking PWA. By using the questionnaire, SLTs can find out about a person's individual perception of reading difficulties as well as individually relevant reading activities. The questionnaire provides a tool to measure change and is therefore valuable to demonstrate self\u2010reported individual progress. As reading speed seems to be an indicator of personal perception of reading difficulty, it is important to consider reading speed in reading interventions and in reading comprehension assessments.<\/jats:p><\/jats:sec><jats:sec><jats:title>WHAT THIS PAPER ADDS<\/jats:title><jats:sec><jats:title>What is already known on the subject<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>Reading comprehension is frequently impaired in PWA. Reading preferences, the perception of difficulties and the impact on everyday life reading activities are specific to the individual and thus need to be known for goal\u2010setting, intervention planning and monitoring of change. As part of a comprehensive assessment of reading, Morris et\u00a0al. developed a person\u2010centred English language questionnaire for this purpose. So far, there is no equivalent tool in German.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds to the existing knowledge<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>In this study, we translated and adapted the questionnaire to German language and culture, and analysed its validity and reliability with German\u2010speaking PWA. We demonstrated that the German version is accessible for German\u2010speaking PWA, and that it has appropriate validity, reliability and sensitivity to measure self\u2010reported change. Outcomes of the questionnaire correlate with text level reading speed.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What are the potential or actual clinical implications of this work?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>The German version of the questionnaire could be a valuable self\u2010reported outcome measure to assess individual perceptions of reading and to measure progress (as perceived by an individual) as a consequence of recovery or intervention in either clinical or research settings. As reading speed might be an indicator of everyday life reading as perceived by an individual, it should be considered in reading assessments and interventions.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><\/jats:sec><\/jats:sec>","DOI":"10.1111\/1460-6984.12884","type":"journal-article","created":{"date-parts":[[2023,4,20]],"date-time":"2023-04-20T07:21:29Z","timestamp":1681975289000},"page":"1588-1609","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Comprehensive Assessment of Reading in Aphasia (CARA) reading questionnaire\u2014German version"],"prefix":"10.1111","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8856-3155","authenticated-orcid":false,"given":"Sarah\u2010Maria","family":"Thumbeck","sequence":"first","affiliation":[{"name":"Department of Linguistics University of Erfurt  Erfurt Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Janet","family":"Webster","sequence":"additional","affiliation":[{"name":"Speech and Language Sciences Newcastle University  Newcastle upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Frank","family":"Domahs","sequence":"additional","affiliation":[{"name":"Department of Linguistics University of Erfurt  Erfurt Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,4,19]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2017.00456"},{"key":"e_1_2_11_3_1","unstructured":"Bakdash J.Z. &Marusich L.R.(2022)rmcorr: Repeated Measures Correlation (R package version 0.4.6) [Computer software].https:\/\/CRAN.R\u2010project.org\/package=rmcorr"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1097\/00007632\u2010200012150\u201000014"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/02687038.2021.2016594"},{"issue":"4","key":"e_1_2_11_6_1","first-page":"204","article-title":"ICF\u2010basierte Zieldefinition in der Neurorehabilitation","volume":"11","author":"B\u00fchler S.","year":"2005","journal-title":"Neurologie & Rehabilitation"},{"key":"e_1_2_11_7_1","volume-title":"MAKRO: screening zur Verarbeitung der Makrostruktur von Texten bei neurologischen Patienten","author":"B\u00fcttner J.","year":"2018"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1177\/1049732307306926"},{"key":"e_1_2_11_9_1","volume-title":"TCT, test de compr\u00e9hension de textes: 16\u201380 ans","author":"Chesneau S.","year":"2012"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/02687038.2014.971098"},{"key":"e_1_2_11_11_1","first-page":"37","article-title":"Functional reading therapy for individuals with acquired reading difficulties: a preliminary investigation exploring its effectiveness","volume":"12","author":"Cocks N.","year":"2010","journal-title":"Acquiring Knowledge in Speech, Language and Hearing"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1080\/02687038.2013.780283"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20103514.55.4.669"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.1002\/9781118625392.wbecp507"},{"key":"e_1_2_11_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-642-41089-5"},{"key":"e_1_2_11_16_1","doi-asserted-by":"publisher","DOI":"10.1044\/2018_AJSLP\u201017\u20100156"},{"key":"e_1_2_11_17_1","unstructured":"Huber W. 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