Development of diagnostic instrument for studying reading for adults

Introduction. A study of world experience in the field of diagnostics of reading difficulties for adults shows that there are a number of standardized tests. However, their transfer to domestic practice is a methodological problem due to the variable understanding of the term «dyslexia»; the focus of most foreign tests on reading words, not texts; the uniqueness of the linguistic characteristics of different languages. The relevance of developing standardized text tasks for a valid quantitative assessment of the reading capabilities of adults in domestic practice is due to the need to create scientifically based diagnostic methods. The purpose of this article is to analyze international diagnostic tests for assessing adult reading and to describe the main characteristics of diagnostic tools for studying reading in the Russian-speaking segment of the population.
Materials and methods. Validation of the results of a pilot study of written and speech activities of students of a pedagogical university (2015-2023) and analysis of the content of foreign reading tests for adults TOWRE, GORT, YAA-R, CC2A, BDT, DAST, MDDDT-A, TIL, SLS-Berlin, NART, and the Programme for the International Assessment of Adult Competencies (PIAAC) for people aged 16-65 years made it possible to determine the main provisions of the protocol for conducting a full-scale study of reading among Russian-speaking adults.
Results. A protocol for a sample study of reading characteristics of Russian-speaking people aged 16-65 was developed, inclusion and exclusion criteria were defined. We constructed a diagnostic instrument «CHITOPUS: reading test for adults». It includes four texts for reading aloud and silently. Comparison of test material by parameters: style, volume, structural and lexical complexity, readability, as well as additional comparison of propositions in texts with implicit meaning showed a balance of lexical tasks by linguostylistic characteristics.
Discussion and conclusions. Insufficient development of materials in domestic practice that allow for reliable assessment of various aspects of reading in adults actualizes the need to prepare diagnostic tools for studying reading. The key aspect of diagnostics will be the definition of normative reading parameters. This requires a systematic study of various reading characteristics, including speed, accuracy, method, expressiveness and understanding of the text read. It is important to establish reference indicators, deviation from which can be interpreted as a manifestation of a disorder, possibly developmental dyslexia. The study of reading characteristics will allow replenishing data on the profiles for Russian-speaking adults with dyslexia.

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