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An open randomised controlled trial of the effects of linguistic simplification and mediation on the comprehension of ‘easy read’ text by people with intellectual disabilities.

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@article{f7ad80875f3b4e9287ae9321663085ab,
title = "An open randomised controlled trial of the effects of linguistic simplification and mediation on the comprehension of {\textquoteleft}easy read{\textquoteright} text by people with intellectual disabilities.",
abstract = "Background: This trial aimed to measure the effects of extrinsic and intrinsic factors on users{\textquoteright} comprehension of health information provided in adapted written {\textquoteleft}easy read{\textquoteright} material.Method: Sixty adults with intellectual disabilities undertook The Easy Read Task, randomly allocated with stratification by reading ability to one of four conditions (with and without simplified language/ with and without mediation). Results: Neither linguistic complexity of the text nor mediation independently or combined made a significant difference to the understanding of information. Posthoc testing revealed that the group who received simplified language with mediation performed significantly better than the group that had complex text with mediation. None of the other differences between the remaining groups were significant. Conclusions: Constructing meaning needs to extend beyond a consideration of form as found in {\textquoteleft}easy read{\textquoteright} documents to recognise the role of individual capacity for language processing.",
keywords = "Easy read, intellectual disabilities, language, understanding, health, reasonable adjustments, intellectual disabilities, easy read, reasonable adjustments, health, understanding, language, SERVICES, ADULTS, READABILITY, CHILDREN, STUDENTS, CHALLENGE, ACCESSIBLE INFORMATION, ABILITY, WORKING-MEMORY",
author = "Susan Buell and Peter Langdon and Gabrina Pounds and Karen Bunning",
year = "2020",
month = mar,
doi = "10.1111/jar.12666",
language = "English",
volume = "32",
pages = "219--231",
journal = "Journal of Applied Research in Intellectual Disabilities",
issn = "1360-2322",
publisher = "Wiley",
number = "2",

}

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TY - JOUR

T1 - An open randomised controlled trial of the effects of linguistic simplification and mediation on the comprehension of ‘easy read’ text by people with intellectual disabilities.

AU - Buell, Susan

AU - Langdon, Peter

AU - Pounds, Gabrina

AU - Bunning, Karen

PY - 2020/3

Y1 - 2020/3

N2 - Background: This trial aimed to measure the effects of extrinsic and intrinsic factors on users’ comprehension of health information provided in adapted written ‘easy read’ material.Method: Sixty adults with intellectual disabilities undertook The Easy Read Task, randomly allocated with stratification by reading ability to one of four conditions (with and without simplified language/ with and without mediation). Results: Neither linguistic complexity of the text nor mediation independently or combined made a significant difference to the understanding of information. Posthoc testing revealed that the group who received simplified language with mediation performed significantly better than the group that had complex text with mediation. None of the other differences between the remaining groups were significant. Conclusions: Constructing meaning needs to extend beyond a consideration of form as found in ‘easy read’ documents to recognise the role of individual capacity for language processing.

AB - Background: This trial aimed to measure the effects of extrinsic and intrinsic factors on users’ comprehension of health information provided in adapted written ‘easy read’ material.Method: Sixty adults with intellectual disabilities undertook The Easy Read Task, randomly allocated with stratification by reading ability to one of four conditions (with and without simplified language/ with and without mediation). Results: Neither linguistic complexity of the text nor mediation independently or combined made a significant difference to the understanding of information. Posthoc testing revealed that the group who received simplified language with mediation performed significantly better than the group that had complex text with mediation. None of the other differences between the remaining groups were significant. Conclusions: Constructing meaning needs to extend beyond a consideration of form as found in ‘easy read’ documents to recognise the role of individual capacity for language processing.

KW - Easy read, intellectual disabilities, language, understanding, health, reasonable adjustments

KW - intellectual disabilities

KW - easy read

KW - reasonable adjustments

KW - health

KW - understanding

KW - language

KW - SERVICES

KW - ADULTS

KW - READABILITY

KW - CHILDREN

KW - STUDENTS

KW - CHALLENGE

KW - ACCESSIBLE INFORMATION

KW - ABILITY

KW - WORKING-MEMORY

UR - http://www.scopus.com/inward/record.url?scp=85074604039&partnerID=8YFLogxK

U2 - 10.1111/jar.12666

DO - 10.1111/jar.12666

M3 - Article

VL - 32

SP - 219

EP - 231

JO - Journal of Applied Research in Intellectual Disabilities

JF - Journal of Applied Research in Intellectual Disabilities

SN - 1360-2322

IS - 2

ER -

ID: 162554097