The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach

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dc.contributor.authorFrizelle, Paulineen
dc.contributor.authorO’Donovan, Seanen
dc.contributor.authorJolley, Maryen
dc.contributor.authorMartin, Lisaen
dc.contributor.authorHart, Nicolaen
dc.date.accessioned2023-08-08T15:14:21Z
dc.date.available2023-08-08T15:14:21Z
dc.date.issued2023-07-20en
dc.description.abstractIntroduction: The 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. Methods: The 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. Results: Results 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.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationFrizelle, P., O’Donovan, S., Jolley, M., Martin, L. and Hart, N. (2023) 'The co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approach', Frontiers in Psychology, 14, pp. 1-15. doi: 10.3389/fpsyg.2023.1173300en
dc.identifier.doi10.3389/fpsyg.2023.1173300en
dc.identifier.endpage15en
dc.identifier.issn1664-1078en
dc.identifier.journaltitleFrontiers in Psychologyen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/14799
dc.identifier.volume14en
dc.language.isoenen
dc.publisherFrontiers Mediaen
dc.rights© 2023, Frizelle, O’Donovan, Jolley, Martin and Hart. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectMeaningful readingen
dc.subjectAdultsen
dc.subjectDown syndromeen
dc.subjectCo-constructionen
dc.subjectAssessmenten
dc.subjectLiteracyen
dc.subjectParticipatory researchen
dc.titleThe co-construction of a reading assessment measure with adults with Down syndrome: a meaningful literacy approachen
dc.typeArticle (peer-reviewed)en
oaire.citation.volume14en
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