SpeechPathology.com Phone: 800-242-5183


Every Special Child - July 2024

The Role of the Right Hemisphere in Speech Production

The Role of the Right Hemisphere in Speech Production
Scott Rubin, Amy Ogburn Yeager, Ph.D,CCC, Nancye C. Roussel, Ph.D., CCC-SLP, LSU Health Sciences Center, New Orleans, Amy Yeager, J. Scott Yaruss, PhD, CCC-SLP, BCS-F
July 3, 2006
Share:

Introduction

For decades, researchers have attempted to answer whether or not language "shifts" to the right hemisphere following focal damage to the left hemisphere (Moore & Papanicolaou, 1992; Ogden, 1989). A related question is, how much could the right hemisphere contribute to the recovery from language deficits following stroke (i.e., aphasia) and which areas would be responsible for the increase in functional communication and language capabilities for comprehension and production (Thomas, Altenmuller, Marckmann, Kahrs, & Dichgans, 1997). Research addressing these questions has been inconclusive and controversial.

Many researchers have suggested that following damage to the left hemisphere language shifts to the homologous areas of the right hemisphere (Gold & Kertesz, 2000; Heiss et al., 1999). Evidence of this compensatory strategy has been well documented using various methodologies with regard to language comprehension (for an in-depth review, see Ogburn Yeager & Rubin, 2005).

Moore and Weidner (1975) found a significant left ear advantage (LEA), which indicates right hemisphere dominance, in patients with aphasia. However, the LEA was not apparent until six months post insult, which suggests recovery of function is associated with a shift to the right hemisphere for language processing.

Pettit and Noll (1979) documented a group of aphasic listeners with LEAs, whereas a non-brain damaged control group demonstrated typical right ear advantage (REA). The control group REA was thought to reflect left hemisphere language dominance. However, for the aphasic group, a transfer of hemispheric specialization for language due to the LEA seemed apparent. Moore and Papanicolaou (1988) found significant REAs for a group of non-brain damaged listeners, listeners who had temporary dysarthria due to transient ischemic attack, and listeners who had experienced a right hemisphere stroke. However, they reported a significant LEA for the majority of their aphasic participants (8 out of 11), which they assumed was a result of the right hemisphere's increased contribution.

In a single subject design using PET technology, Gold and Kertesz (2000) found that the right hemisphere along with other areas in the left inferior temporal lobe had come to subserve lexico-semantic processes in an individual with large scale damage to the left hemisphere and subsequent global aphasia. In a semantic-orthographic comparison task, their non-aphasic control subject demonstrated left perisylvian and extrasylvian activation, whereas the patient with global aphasia demonstrated activation in the homologous areas of the right hemisphere. In the individual with aphasia, specific areas activated were the right middle frontal gyrus, superior temporal gyrus, angular gyrus, supramarginal gyrus and the precuneus. Semantic decisions revealed activation of the right inferior and middle temporal gyri, whereas in the control patient, the left superior temporal gyrus was activated. Gold and Kertesz concluded that the improvement in the processing of lexical-semantic information was due to recruitment of right hemispheric regions.


Scott Rubin


Amy Ogburn Yeager, Ph.D,CCC


nancye c roussel

Nancye C. Roussel, Ph.D., CCC-SLP

Dr. Nancye Roussel is an associate professor and Head of the Department of Communicative Disorders.  She has over twenty years of experience teaching in the areas of voice, swallowing and motor speech disorders as well as the neurophysiology of the speech mechanism.  Her research interests include the use of instrumental analysis in the description of voice and speech disorders. 


LSU Health Sciences Center


new orleans

New Orleans


Amy Yeager


j scott yaruss

J. Scott Yaruss, PhD, CCC-SLP, BCS-F

J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA is a researcher and clinician who specializes in the evaluation and treatment of stuttering across the lifespan. He recently joined the faculty of Michigan State University as Professor of Communicative Sciences and Disorders after 19 years at the University of Pittsburgh. Scott has served on the Board of Directors for the National Stuttering Association (NSA) and on the Steering Committee of the ASHA Special Interest Division for Fluency and Fluency Disorders. His research focuses on the development of stuttering in young children, as well as the evaluation of stuttering treatment outcomes. He has published 70 peer-reviewed papers and 115 other articles, chapters, and books about stuttering, including the Overall Assessment of the Speaker’s Experience of Stuttering (OASES). He frequently presents continuing education workshops designed to help speech-language pathologists improve their confidence and competence in helping individuals who stutter (www.Yaruss.com).



Related Courses

20Q: Early Childhood Stuttering: Less-Direct and More-Direct Treatment
Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, Nina Reardon-Reeves, MS, CCC-SLP, BCS-F
Text
Course: #8978Level: Intermediate1 Hour
The key issues in the treatment of early childhood stuttering, with a focus on less-direct and more-direct treatment approaches are addressed in this course. Ways that clinicians can draw upon various approaches to develop individualized treatment so that each child’s and family’s individual needs are addressed are discussed.

Acceptance and Commitment Therapy: An Introduction for SLPs
Presented by William S. Evans, PhD, CCC-SLP
Video
Course: #10771Level: Intermediate1 Hour
An introduction to Acceptance and Commitment Therapy (ACT), a modern evidence-based counseling approach, is provided in this course. Research support for ACT is discussed, and case studies to illustrate how ACT techniques can help patients and their families with the psychosocial consequences of living with communication disorders are presented.

Best Practice for Assessment and Treatment of Bilingual Aphasia
Presented by Maria Muñoz, PhD, CCC-SLP
Video
Course: #9759Level: Intermediate1.5 Hours
This course focuses on best practice in the assessment and treatment of bilingual aphasia by speech-language pathologists. Recommended practices are contrasted against common mistakes made by clinicians working with bilingual patients with aphasia. Implementation of best practices are modeled through case studies.

Supporting Aphasia Recovery with Therapeutic Games: Putting the "Fun" Back in Functional
Presented by William S. Evans, PhD, CCC-SLP
Video
Course: #11048Level: Advanced1 Hour
People with aphasia need motivating ways to fight social isolation and improve communication. Therapeutic aphasia games can address these needs by making practice more fun and engaging, especially in group contexts. This course reviews existing early-stage aphasia games research. It also describes aphasia rehabilitation and game design principles SLPs can use to develop and adapt their own therapeutic games.

20Q: Goal and Treatment Selection in Aphasia in 20 Sessions or Less
Presented by Jackie Hinckley, PhD, CCC-SLP
Text
Course: #9281Level: Intermediate1 Hour
Have you ever wondered how to focus aphasia therapy and set reasonable goals when treatment time is limited? This course will provide evidence-based guidance on goal-setting and treatment selection for aphasia with examples from time-limited situations.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.