Assessment of Readability and Learning of Easy-to-Read Educational Health Materials Designed and Written with the Help of Citizens by Means of Two Non-Alternative Methods.

Autor: Daghio, M. Monica, Fattori, Giuseppe, Ciardullo, Anna V.
Předmět:
Zdroj: Advances in Health Sciences Education; Jun2006, Vol. 11 Issue 2, p123-132, 10p, 4 Charts
Abstrakt: Objectives: We compared two non-alternative methods to assess the readability and learning of easy-to-read educational health materials co-written by physicians, educators and citizens. Methods: Data from seven easy-to-read materials were analyzed. Readability formulae, and ad hoc data on readability and learning were also computed. Results: The respondents had a mean age of 48.5 ± 8.3 (SD) years (range 31–57 years). More than two thirds of them were females. About half of the participants had a ‘secondary’ education or more. According to the readability scores – 54 on average – the booklets resulted to be “easy” for a reader who had received a ‘secondary education’ or more. Of the 747 participants, 70% of them found the booklet’s language to be ‘easy’ or ‘very easy’ and 28% ‘sufficiently easy’ for laypersons to understand. About 98% of the readers found the booklets useful. After reading the booklet 92% ( simple knowledge rate) of the readers answered the cognitive items correctly. The after-minus-before net increase in knowledge was 24 ± 16% and ranged from 8 to 40% ( cognitive or knowledge delta). Conclusions: The availability of readability scores is complementary and it does not replace the need to assess readability and learning by means of structured and tailored questionnaires. [ABSTRACT FROM AUTHOR]
Databáze: Complementary Index
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