This research was conducted while the first author was at the University of Surrey and Kingston Primary Care Trust.
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Assessing the reading comprehension of adults with learning disabilities
Article first published online: 15 FEB 2006
DOI: 10.1111/j.1365-2788.2006.00787.x
Additional Information
How to Cite
Jones, F. W., Long, K. and Finlay, W. M. L. (2006), Assessing the reading comprehension of adults with learning disabilities. Journal of Intellectual Disability Research, 50: 410–418. doi: 10.1111/j.1365-2788.2006.00787.x
Publication History
- Issue published online: 13 APR 2006
- Article first published online: 15 FEB 2006
- Accepted 6 September 2005
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Keywords:
- adults;
- comprehension;
- intellectual disability;
- learning difficulties;
- learning disabilities;
- reading
Abstract
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.