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Unscrambling Pictured Words

SKILL: Writing

DIFFICULTY: 2/5

LEVELS: 12, based on word length and number of extra letters

BRIEF RATIONALE: This treatment works on written naming of single words using anagramming.

In Unscrambling Pictured Words, you will see a picture and letter tiles in random order. You will spell the word by dragging the letter tiles into place. You can expand the image using the arrows in the lower-right corner. The treatment auto-adjusts in difficulty based on performance.


HINT: A hint button is available in the lower-left corner of the screen to auto-fill the first empty space with the correct letter. Using the hint will mark the item as incorrect (as it was not answered independently), but may help you complete the written word.

FOR THE CLINICIAN:

Anagramming words can improve writing in those with severe aphasia and agraphia. Try offering semantic information about the target word during this treatment to help strengthen associations between graphemic representations and the word meaning. For example, you can say, "It has laces and you wear it on your feet." After successfully anagramming the word, you can ask your patient to copy it out three times in line with the Anagram, Copy, and Recall Treatment (ACRT) approach.

Selected References:

  1. Ball, A. L., de Riesthal, M., Breeding, V. E., & Mendoza, D. E. (2011). Modified ACT and CART in severe aphasia. Aphasiology, 25(6–7), 836–848.
  2. Beeson, Pelagie M., Hirsch, F. M., & Rewega, M. A. (2002). Successful single-word writing treatment: Experimental analyses of four cases. Aphasiology, 16(4–6), 473–491.
  3. Beeson, P. M., Rising, K., & Volk, J. (2003). Writing treatment for severe aphasia. Journal of Speech, Language, and Hearing Research, 46(5), 1038–1060.

  4. Biddau, F., Brisotto, C., Innocenti, T., Ranaldi, S., Meneghello, F., D’Imperio, D., & Nordio, S. (2023). Speech and language therapy for acquired Central Dysgraphia in neurological patients: A systematic review to describe and identify trainings for clinical practice. American Journal of Speech-Language Pathology, 32(2), 762–785.