THE EFFECT OF CHRONIC PAIN ON READING COMPREHENSION.
Contributors: University of Iowa.
Published: 1990
Number of pages: 347
Subjects: Education, Reading.; Education, Adult and Continuing.; Education, Health.; Health Sciences, Nursing.
Description: The purpose of this study was to investigate the effect of chronic pain on reading comprehension. The major question investigated was: Does chronic pain interfere with reading comprehension because attentional resources required for processing the painful stimuli and coping with the pain decrease those available for concentrating upon reading comprehension?.

The sample consisted of three groups of patients with chronic low-back pain between the ages of 23 and 65 with an 8th grade education or above. All groups completed forms and questionnaires about their pain prior to taking the Stanford Diagnostic Reading Comprehension Subtest before and after their clinic appointments at a university hospital. The experimental NB/ESI Group of 15 patients completed reading tests before and after receiving a nerve block or epidural steroid injection to relieve their pain. The Myelogram Group of 21 patients completed reading tests before and after receiving a diagnostic myelogram, which required an injection in a site similar to epidural steroid injections. The Control Group of patients completed the reading tests before and after a spine clinic appointment. Prior to each reading test, both pain and anxiety levels were measured since anticipation anxiety was expected.

Analysis of covariance with anxiety as a covariate was used to analyze the data. No significant differences at the.05 probability level were found among group's reading scores after appointments. The NB/ESI Group's pain intensity decreased from 59.4 before appointment to 44.9 after, but pain was not relieved. Although the process may not be reliable, the treatment effect indicated that chronic pain does not seem to affect reading comprehension. However, an interaction occurred between groups and the before-after appointments condition for Total SDRT and Literal reading scores. When before and after appointment mean scores were compared, the Control Group's score was higher after appointment while the NB/ESI and Myelogram Groups' scores were lower. In addition, four mean reading comprehension scores were significantly lower for the total group after appointment when compared with before appointment: Accuracy, Inferential, Recreational, and Textual-inferential. Only Recreational-literal mean scores were significantly higher for the total group after appointment.
Notes: Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4076.

Thesis (PH.D.)--THE UNIVERSITY OF IOWA, 1990.

School code: 0096.