The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach
IntroductionThe need to develop appropriate measures of broad-based reading-related literacy skills for adults with Down syndrome has been highlighted in the literature. In this study we aimed to co-construct a valid and reliable assessment measure that can be used to document meaningful everyday re...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-07-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1173300/full |
| _version_ | 1797776335081308160 |
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| author | Pauline Frizelle Sean O’Donovan Mary Jolley Lisa Martin Nicola Hart |
| author_facet | Pauline Frizelle Sean O’Donovan Mary Jolley Lisa Martin Nicola Hart |
| author_sort | Pauline Frizelle |
| collection | DOAJ |
| description | IntroductionThe need to develop appropriate measures of broad-based reading-related literacy skills for adults with Down syndrome has been highlighted in the literature. In this study we aimed to co-construct a valid and reliable assessment measure that can be used to document meaningful everyday reading, in adolescents and adults with Down syndrome.MethodsThe study was carried out in two stages. Stage 1 used an inclusive participatory design in which individuals with Down syndrome were research collaborators (n = 46). Items to be included in the measure were identified and ecological, face and content validity were established through an iterative process. In stage 2 we examined the reliability of the tool and explored potential relationships between meaningful reading score and (1) age, (2) receptive vocabulary, and (3) reading ability as measured by standardized assessments. In addition, we profiled what a pilot cohort of adults with Down syndrome read (n = 33) and how they experience reading in their everyday lives.ResultsResults showed that 46 items were generated for inclusion in the Meaningful Reading Measure (MRM). Our preliminary data showed that the tool has internal and external reliability and ecological and content validity. There were no associations between meaningful reading score and any of the other variables examined. There was considerable variability in items read (range 12–44) which reflected a broad range of reading practices. Adults with Down syndrome identified the importance of reading as a pleasurable activity and as something that aids learning.Conclusion:The MRM developed here can be used (1) as a reading intervention outcome measure to complement existing standardized tools, (2) to profile meaningful reading in adults with Down syndrome, (3) to guide reading module content, and (4) to capture change in adults’ perceptions of themselves as readers. Future work is needed to establish the tool’s sensitivity to change over time. |
| first_indexed | 2024-03-12T22:48:30Z |
| format | Article |
| id | doaj.art-c8cc7740dbed4980958a0f78f06e0658 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T22:48:30Z |
| publishDate | 2023-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-c8cc7740dbed4980958a0f78f06e06582023-07-20T23:40:12ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-07-011410.3389/fpsyg.2023.11733001173300The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approachPauline Frizelle0Sean O’Donovan1Mary Jolley2Lisa Martin3Nicola Hart4Department of Speech and Hearing Sciences, University College Cork, Cork, IrelandDepartment of Speech and Hearing Sciences, University College Cork, Cork, IrelandDepartment of Speech and Hearing Sciences, University College Cork, Cork, IrelandDown Syndrome Ireland, Dublin, IrelandDown Syndrome Ireland, Dublin, IrelandIntroductionThe need to develop appropriate measures of broad-based reading-related literacy skills for adults with Down syndrome has been highlighted in the literature. In this study we aimed to co-construct a valid and reliable assessment measure that can be used to document meaningful everyday reading, in adolescents and adults with Down syndrome.MethodsThe study was carried out in two stages. Stage 1 used an inclusive participatory design in which individuals with Down syndrome were research collaborators (n = 46). Items to be included in the measure were identified and ecological, face and content validity were established through an iterative process. In stage 2 we examined the reliability of the tool and explored potential relationships between meaningful reading score and (1) age, (2) receptive vocabulary, and (3) reading ability as measured by standardized assessments. In addition, we profiled what a pilot cohort of adults with Down syndrome read (n = 33) and how they experience reading in their everyday lives.ResultsResults showed that 46 items were generated for inclusion in the Meaningful Reading Measure (MRM). Our preliminary data showed that the tool has internal and external reliability and ecological and content validity. There were no associations between meaningful reading score and any of the other variables examined. There was considerable variability in items read (range 12–44) which reflected a broad range of reading practices. Adults with Down syndrome identified the importance of reading as a pleasurable activity and as something that aids learning.Conclusion:The MRM developed here can be used (1) as a reading intervention outcome measure to complement existing standardized tools, (2) to profile meaningful reading in adults with Down syndrome, (3) to guide reading module content, and (4) to capture change in adults’ perceptions of themselves as readers. Future work is needed to establish the tool’s sensitivity to change over time.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1173300/fullmeaningful readingadultsDown syndromeco-constructionassessmentliteracy |
| spellingShingle | Pauline Frizelle Sean O’Donovan Mary Jolley Lisa Martin Nicola Hart The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach Frontiers in Psychology meaningful reading adults Down syndrome co-construction assessment literacy |
| title | The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach |
| title_full | The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach |
| title_fullStr | The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach |
| title_full_unstemmed | The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach |
| title_short | The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach |
| title_sort | co construction of a reading assessment measure with adults with down syndrome a meaningful literacy approach |
| topic | meaningful reading adults Down syndrome co-construction assessment literacy |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1173300/full |
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