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Assessing the reading comprehension of adults with learning disabilities
Author(s) -
Jones F. W.,
Long K.,
Finlay W. M. L.
Publication year - 2006
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/j.1365-2788.2006.00787.x
Subject(s) - reading comprehension , learning disability , psychology , reading (process) , test (biology) , comprehension , population , grammar , wechsler adult intelligence scale , developmental psychology , computer science , cognition , linguistics , medicine , psychiatry , paleontology , philosophy , environmental health , biology , programming language
Background This study’s aim was to begin the process of measuring the reading comprehension of adults with mild and borderline learning disabilities, in order to generate information to help clinicians and other professionals to make written material for adults with learning disabilities more comprehensible. Methods The Test for the Reception of Grammar (TROG), with items presented visually rather than orally, and the Reading Comprehension sub‐test of the Wechsler Objective Reading Dimensions (WORD) battery were given to 24 service‐users of a metropolitan community learning disability team who had an estimated IQ in the range 50–79. Results & conclusions These tests were demonstrated to have satisfactory spilt‐half reliability and convergent validity with this population, supporting both their use in this study and in clinical work. Data are presented concerning the distribution across the sample of reading‐ages and the comprehension of written grammatical constructions. These data should be useful to those who are preparing written material for adults with learning disabilities.