Psychometric Development of the Research and Knowledge Scale.

PubMed

Powell, Lauren R; Ojukwu, Elizabeth; Person, Sharina D; Allison, Jeroan; Rosal, Milagros C; Lemon, Stephenie C

2017-02-01

Many research participants are misinformed about research terms, procedures, and goals; however, no validated instruments exist to assess individual's comprehension of health-related research information. We propose research literacy as a concept that incorporates understanding about the purpose and nature of research. We developed the Research and Knowledge Scale (RaKS) to measure research literacy in a culturally, literacy-sensitive manner. We describe its development and psychometric properties. Qualitative methods were used to assess perspectives of research participants and researchers. Literature and informed consent reviews were conducted to develop initial items. These data were used to develop initial domains and items of the RaKS, and expert panel reviews and cognitive pretesting were done to refine the scale. We conducted psychometric analyses to evaluate the scale. The cross-sectional survey was administered to a purposive community-based sample (n=430) using a Web-based data collection system and paper. We did classic theory testing on individual items and assessed test-retest reliability and Kuder-Richardson-20 for internal consistency. We conducted exploratory factor analysis and analysis of variance to assess differences in mean research literacy scores in sociodemographic subgroups. The RaKS is comprised of 16 items, with a Kuder-Richardson-20 estimate of 0.81 and test-retest reliability 0.84. There were differences in mean scale scores by race/ethnicity, age, education, income, and health literacy (all P<0.01). This study provides preliminary evidence for the reliability and validity of the RaKS. This scale can be used to measure research participants' understanding about health-related research processes and identify areas to improve informed decision-making about research participation.

[Developing Japanese version of the eHealth Literacy Scale (eHEALS)].

PubMed

Mitsutake, Seigo; Shibata, Ai; Ishii, Kaori; Okazaki, Kanzo; Oka, Koichiro

2011-05-01

With the rapid developing an internet society, ehealth literacy, defined as the ability to seek, find, understand, and appraise and apply the knowledge gained to addressing or solving a health problem, becomes important to promote and aid health care at the individual level. However, the eHealth Literacy Scale (eHEALS) was only a scale developed to assess the ehealth literacy. Thus, the present study was conducted to evaluated the validity and reliability of a Japanese version of the eHEALS (J-eHEALS), and examine the association of ehealth literacy with demographic attributes and characteristics on health information searching among Japanese adults. Data were analyzed for 3,000 Japanese adults (males: 50.0%,mean age: 39.6 + 10.9 years) who responded to an Internet-based cross-sectional survey. The J-eHEALS, 6 demographic attributes, resources for obtaining health information (health resources), and contents of health information obtained from internet (ehealth contents) were obtained with a questionnaire. Confirmatory factor analysis and correlation with the communicative and critical health literacy scale were utilized to assess construct validity and criterion validity. Cronbach alpha and correlation coefficients were computed for internal consistency and test-retest reliability. Also, differences in J-eHEALS scores with each demographic attribute were examined with ANOVA and the independent t-test. Finally, chi-square tests were used to determine differences in the proportions of ehealth literacy groups (high or low) classified with a median split within health resources and ehealth contents. Principal components analysis produced a single factor solution and confirmatory factor analysis for the 8-items model demonstrated high indices (GFI = .988, CFI = .993, RMSEA= .056). A significant positive correlation was found between the J-eHEALS and communicative and critical health literacy scores. Cronbach alpha was 0.93 (P < .01), and test-retest reliability was r = 0.63 (P < .01). The J-eHEALS scores were significantly higher in women, the 40-and 50-year age group, those with high income, and individuals with a high frequency of internet searching. Furthermore, the high ehealth literacy group used many health resources and obtained a greater variety of ehealth contents as compared with the low literacy group. The most frequent resource was the internet in the high group, and television/radio in the low group. However, these results could be subject to bias because of the non-representative nature of the Internet population. The results indicate the J-eHEALS to be a highly validated and reliable scale. The present study suggests that enhancement of ehealth literacy will be important to utilize the increasing amount of health information on the internet effectively and appropriately.

The Nutrition Literacy Assessment Instrument is a Valid and Reliable Measure of Nutrition Literacy in Adults with Chronic Disease.

PubMed

Gibbs, Heather D; Ellerbeck, Edward F; Gajewski, Byron; Zhang, Chuanwu; Sullivan, Debra K

2018-03-01

To test the reliability and validity of the Nutrition Literacy Assessment Instrument (NLit) in adult primary care and identify the relationship between nutrition literacy and diet quality. This instrument validation study included a cross-sectional sample participating in up to 2 visits 1 month apart. A total of 429 adults with nutrition-related chronic disease were recruited from clinics and a patient registry affiliated with a Midwestern university medical center. Nutrition literacy was measured by the NLit, which was composed of 6 subscales: nutrition and health, energy sources in food, food label and numeracy, household food measurement, food groups, and consumer skills. Diet quality was measured by Healthy Eating Index-2010 with nutrient data from Diet History Questionnaire II surveys. The researchers measured factor validity and reliability by using binary confirmatory factor analysis; test-retest reliability was measured by Pearson r and the intraclass correlation coefficient, and relationships between nutrition literacy and diet quality were analyzed by linear regression. The NLit demonstrated substantial factor validity and reliability (0.97; confidence interval, 0.96-0.98) and test-retest reliability (0.88; confidence interval, 0.85-0.90). Nutrition literacy was the most significant predictor of diet quality (β = .17; multivariate coefficient = 0.10; P < .001). The NLit is a valid and reliable tool for measuring nutrition literacy in adult primary care patients. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran.

PubMed

Doustmohammadian, Aazam; Omidvar, Nasrin; Keshavarz-Mohammadi, Nastaran; Abdollahi, Morteza; Amini, Maryam; Eini-Zinab, Hassan

2017-01-01

Food and nutrition literacy is an emerging term which is increasingly used in policy and research. Though research in this area is growing, progression is limited by the lack of an accepted method to measure food and nutrition literacy. The aim of this study is to develop a valid and reliable questionnaire to assess food and nutrition literacy in elementary school children in the city of Tehran. The study was conducted in three phases. To develop Food and Nutrition Literacy (FNLIT) questionnaire, a comprehensive literature review and a qualitative study were initially performed to identify food and nutrition literacy dimensions and its components. Content and face validity of the questionnaire were evaluated by an expert panel as well as students. In the second phase, construct validity of the scale was evaluated using Explanatory Factor Analyses (EFA) and Confirmatory Factor Analyses (CFA). In the last phase (confirmatory phase), the final version of the questionnaire was evaluated on 400 students. Findings show Content Validity Ratio (CVR) and Content Validity Index (CVI) of the 62-item questionnaire at acceptable levels of 0.87 and 0.92, respectively. EFA suggested a six-factor construct, namely, understanding food and nutrition information, knowledge, functional, interactive, food choice, and critical. The results of CFA indicated acceptable fit indices for the proposed models. All subscales demonstrated satisfactory internal consistency (Cronbach's alpha≥0.70), except for critical skill subscale (0.48). The intraclass correlation coefficient (ICC = 0.90, CI: 0.83-0.94) indicated that Food and Nutrition Literacy (FNLIT) scale had satisfactory stability. Each phase of development progressively improved the questionnaire, which resulted in a 46-item (42 likert-type items and 4 true-false items) Food and Nutrition Literacy (FNLIT) scale. The questionnaire measured two domains with 6 subscales, including: 1) cognitive domain: understanding and knowledge; 2) skill domain: functional, food choice, interactive, and critical skills. The developed food and nutrition literacy scale is a valid and reliable instrument to measure food and nutrition literacy in children. This measure lays a solid empirical and theoretical foundation for future research and tailored interventions to promote food and nutrition literacy in this age group.

Quality of health literacy instruments used in children and adolescents: a systematic review.

PubMed

Guo, Shuaijun; Armstrong, Rebecca; Waters, Elizabeth; Sathish, Thirunavukkarasu; Alif, Sheikh M; Browne, Geoffrey R; Yu, Xiaoming

2018-06-14

Improving health literacy at an early age is crucial to personal health and development. Although health literacy in children and adolescents has gained momentum in the past decade, it remains an under-researched area, particularly health literacy measurement. This study aimed to examine the quality of health literacy instruments used in children and adolescents and to identify the best instrument for field use. Systematic review. A wide range of settings including schools, clinics and communities. Children and/or adolescents aged 6-24 years. Measurement properties (reliability, validity and responsiveness) and other important characteristics (eg, health topics, components or scoring systems) of health literacy instruments. There were 29 health literacy instruments identified from the screening process. When measuring health literacy in children and adolescents, researchers mainly focus on the functional domain (basic skills in reading and writing) and consider participant characteristics of developmental change (of cognitive ability), dependency (on parents) and demographic patterns (eg, racial/ethnic backgrounds), less on differential epidemiology (of health and illness). The methodological quality of included studies as assessed via measurement properties varied from poor to excellent. More than half (62.9%) of measurement properties were unknown, due to either poor methodological quality of included studies or a lack of reporting or assessment. The 8-item Health Literacy Assessment Tool (HLAT-8) showed best evidence on construct validity, and the Health Literacy Measure for Adolescents showed best evidence on reliability. More rigorous and high-quality studies are needed to fill the knowledge gap in measurement properties of health literacy instruments. Although it is challenging to draw a robust conclusion about which instrument is the most reliable and the most valid, this review provides important evidence that supports the use of the HLAT-8 to measure childhood and adolescent health literacy in future school-based research. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Examining the Measurement Precision and Invariance of the Revised Get Ready to Read!

PubMed Central

Farrington, Amber L.; Lonigan, Christopher J.

2016-01-01

Children's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the Revised Get Ready to Read! (GRTR-R), and an item response theory analysis was used to evaluate the item-level reliability of the measure. Differential item functioning (DIF) analyses were conducted to examine whether items function similarly between subpopulations of children. The GRTR-R had acceptable reliability for children whose ability level was just below the mean. DIF for a small number of items was present for only two comparisons—children who were older versus younger and children who were White versus African American. These results demonstrate that the GRTR-R has acceptable reliability and limited DIF, enabling the screener to identify those at risk for developing reading problems. PMID:23851136

Measuring Financial Literacy: Developing and Testing a Measurement Instrument with a Selected Group of South African Military Officers

ERIC Educational Resources Information Center

Schwella, E.; van Nieuwenhuyzen, Bernard J.

2014-01-01

Are South Africans financially literate, and how can this be measured? Until 2009 there was no South African financial literacy measure and, therefore, the aim was to develop a South African measurement instrument that is scientific, socially acceptable, valid and reliable. To achieve this aim a contextual and conceptual analysis of financial…

Parental Understanding of Infant Health Information: Health Literacy, Numeracy and the Parental Health Literacy Activities Test (PHLAT)

PubMed Central

Kumar, Disha; Sanders, Lee; Perrin, Eliana M.; Lokker, Nicole; Patterson, Baron; Gunn, Veronica; Finkle, Joanne; Franco, Vivian; Choi, Leena; Rothman, Russell L.

2010-01-01

Objective To assess parental health literacy and numeracy skills in understanding instructions for caring for young children, and to develop and validate a new parental health literacy scale, the Parental Health Literacy Activities Test (PHLAT). Methods Caregivers of infants (age <13 months) were recruited in a cross-sectional study at pediatric clinics at three academic medical centers. Literacy and numeracy skills were assessed with previously validated instruments. Parental health literacy was assessed with the new 20-item PHLAT. Psychometric analyses were performed to assess item characteristics and to generate a shortened, 10-item version (PHLAT-10). Results 182 caregivers were recruited. While 99% had adequate literacy skills, only 17% had >9th-grade numeracy skills. Mean score on the PHLAT was 68% (SD 18); for example, only 47% of caregivers could correctly describe how to mix infant formula from concentrate, and only 69% could interpret a digital thermometer to determine if an infant had a fever. Higher performance on the PHLAT was significantly correlated (p<0.001) with education, literacy skill, and numeracy level (r=0.29, 0.38, and 0.55 respectively). Caregivers with higher PHLAT scores were also more likely to interpret age recommendations for cold medications correctly (OR 1.6, 95% CI 1.02, 2.6). Internal reliability on the PHLAT was good (KR-20=0.76). The PHLAT-10 also demonstrated good validity and reliability. Conclusions Many parents do not understand common health information required to care for their infants. The PHLAT, and PHLAT-10 have good reliability and validity and may be useful tools for identifying parents who need better communication of health-related instructions. PMID:20674532

Assessing health literacy in the eastern and middle-eastern cultures.

PubMed

Nair, Satish Chandrasekhar; Satish, Karthyayani Priya; Sreedharan, Jayadevan; Ibrahim, Halah

2016-08-19

Health literacy is a term employed to assess the ability of people to meet the increasing demands related to health in a rapidly evolving society. Low health literacy can affect the social determinants of health, health outcomes and the use of healthcare services. The purpose of the study was to develop a survey construct to assess health literacy within the context of regional culture. Different socioeconomic status among the Eastern and Middle Eastern countries may restrict, health information access and utilization for those with low literacy. By employing expert panel, Delphi technique, focus group methodologies, and pre-testing using participants (N = 900) from the UAE and India, a survey construct to the Eastern-Middle Eastern cultures was developed. Reliability was assessed using Cronbach's α and validity using Factor analysis. Kiaser-Meyer-Olkin (KMO) sampling adequacy and Bartlett's tests were used to assess the strength of the relationship among the variables. Inclusion of non-health related items were found to be critical in the authentic assessment of health literacy in the Eastern and Middle Eastern population given the influence of social desirability. Thirty-two percentage of the original 19-item construct was eliminated by the focus group for reasons of relevance and impact for the local culture. Field pretesting participants from two countries, indicated overall construct reliability (Cronbach's α =0.85), validity and consistency (KMO value of 0.92 and Bartlett's test of sphericity was significant). The Eastern-Middle Eastern Adult Health Literacy (EMAHL13), screening instrument is brief, simple, a useful indicator of whether or not a patient can read. It assessespatients' ability to comprehend by distinguishing between health and non-health related items. The EMAHL13 will be a useful too for the reliable assessment of health literacy in countries, where culture plays a significant impact. This will be the first steptowards providing equitable access to healthcare for countries that have large populations with low socioeconomic status.

Analysis of Validity and Reliability of the Health Literacy Index for Female Marriage Immigrants (HLI-FMI).

PubMed

Yang, Sook Ja; Chee, Yeon Kyung; An, Jisook; Park, Min Hee; Jung, Sunok

2016-05-01

The purpose of this study was to obtain an independent evaluation of the factor structure of the 12-item Health Literacy Index for Female Marriage Immigrants (HLI-FMI), the first measure for assessing health literacy for FMIs in Korea. Participants were 250 Asian women who migrated from China, Vietnam, and the Philippines to marry. The HLI-FMI was originally developed and administered in Korean, and other questionnaires were translated into participants' native languages. The HLI-FMI consisted of 2 factors: (1) Access-Understand Health Literacy (7 items) and (2) Appraise-Apply Health Literacy (5 items); Cronbach's α = .73. Confirmatory factor analysis indicated adequate fit for the 2-factor model. HLI-FMI scores were positively associated with time since immigration and Korean proficiency. Based on classical test theory and item response theory, strong support was provided for item discrimination and item difficulty. Findings suggested that the HLI-FMI is an easily administered, reliable, and valid scale. © 2016 APJPH.

Handling Internet-Based Health Information: Improving Health Information Web Site Literacy Among Undergraduate Nursing Students.

PubMed

Wang, Weiwen; Sun, Ran; Mulvehill, Alice M; Gilson, Courtney C; Huang, Linda L

2017-02-01

Patient care problems arise when health care consumers and professionals find health information on the Internet because that information is often inaccurate. To mitigate this problem, nurses can develop Web literacy and share that skill with health care consumers. This study evaluated a Web-literacy intervention for undergraduate nursing students to find reliable Web-based health information. A pre- and postsurvey queried undergraduate nursing students in an informatics course; the intervention comprised lecture, in-class practice, and assignments about health Web site evaluation tools. Data were analyzed using Wilcoxon and ANOVA signed-rank tests. Pre-intervention, 75.9% of participants reported using Web sites to obtain health information. Postintervention, 87.9% displayed confidence in using an evaluation tool. Both the ability to critique health Web sites (p = .005) and confidence in finding reliable Internet-based health information (p = .058) increased. Web-literacy education guides nursing students to find, evaluate, and use reliable Web sites, which improves their ability to deliver safer patient care. [J Nurs Educ. 2017;56(2):110-114.]. Copyright 2017, SLACK Incorporated.

Psychometric evaluation of the Chinese version of short-form Test of Functional Health Literacy in Adolescents.

PubMed

Chang, Li-Chun; Hsieh, Pei-Lin; Liu, Chieh-Hsing

2012-09-01

The purpose of this study is to develop and evaluate the psychometric properties of the Chinese version of short-form Test of Functional Health Literacy in Adolescents. Assessing health literacy is vital to design health education programme; however, there are no measurement tools exist for use specifically in Chinese adolescents. A non-experimental design was used to test the psychometric properties of the Test of Functional Health Literacy in Adolescents. The short-form Test of Functional Health Literacy in Adolescents was translated and back translated into a Chinese language version. Thirty high school students were recruited to validate the scenario of Test of Functional Health Literacy in Adolescents. Based on the multiple-stage stratified random sampling method, 300 high school students from four counties in Taiwan were invited to participate in this study to evaluate the psychometric properties of Test of Functional Health Literacy in Adolescents. The Functional Health Literacy in Adolescents had good internal consistency reliability and excellent test-retest reliability. Confirmatory factor analysis resulted in a one-factor solution. Contrary to the original version of the Test of Functional Health Literacy in Adolescents, the findings revealed that the 36-item, one-factor model for the Test of Functional Health Literacy in Adolescents is the best-fit model. This is a suitable instrument to assess health literacy levels in Chinese adolescents before health education programmes can be appropriately planned, implemented and evaluated. © 2012 Blackwell Publishing Ltd.

Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy.

PubMed

Binks-Cantrell, Emily; Joshi, R Malatesha; Washburn, Erin K

2012-10-01

Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers' knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis. Such analyses showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. The implications for professional development of in-service teachers as well as preservice teacher education are also discussed.

Evaluating Online Media Literacy in Higher Education: Validity and Reliability of the Digital Online Media Literacy Assessment (DOMLA)

ERIC Educational Resources Information Center

Hallaq, Tom

2016-01-01

While new technology continues to develop and become increasingly affordable, and students have increased access to digital media, one might wonder if requiring such technology in the classroom is akin to throwing the car keys to a teenager who has not completed a driver's education course. The purpose of this study was to develop a valid and…

Evaluation of Information Literacy Skill Development in First Year Medical Students

ERIC Educational Resources Information Center

Carr, Sandra; Iredell, Helena; Newton-Smith, Carol; Clark, Catherine

2011-01-01

Medical practitioners need the skills to find relevant information and evaluate its authenticity, validity, and reliability. The learning of information literacy has been embedded in the University of Western Australia (UWA) medical course since 2000. The purpose of this study was to evaluate the effectiveness of the enhanced information literacy…

Development and evaluation of the Korean Health Literacy Instrument.

PubMed

Kang, Soo Jin; Lee, Tae Wha; Paasche-Orlow, Michael K; Kim, Gwang Suk; Won, Hee Kwan

2014-01-01

The purpose of this study is to develop and validate the Korean Health Literacy Instrument, which measures the capacity to understand and use health-related information and make informed health decisions in Korean adults. In Phase 1, 33 initial items were generated to measure functional, interactive, and critical health literacy with prose, document, and numeracy tasks. These items included content from health promotion, disease management, and health navigation contexts. Content validity assessment was conducted by an expert panel, and 11 items were excluded. In Phase 2, the 22 remaining items were administered to a convenience sample of 292 adults from community and clinical settings. Exploratory factor and item difficulty and discrimination analyses were conducted and four items with low discrimination were deleted. In Phase 3, the remaining 18 items were administered to a convenience sample of 315 adults 40-64 years of age from community and clinical settings. A confirmatory factor analysis was performed to test the construct validity of the instrument. The Korean Health Literacy Instrument has a range of 0 to 18. The mean score in our validation study was 11.98. The instrument exhibited an internal consistency reliability coefficient of 0.82, and a test-retest reliability of 0.89. The instrument is suitable for screening individuals who have limited health literacy skills. Future studies are needed to further define the psychometric properties and predictive validity of the Korean Health Literacy Instrument.

Development and validation of the assessment of health literacy in breast and cervical cancer screening.

PubMed

Han, Hae-Ra; Huh, Boyun; Kim, Miyong T; Kim, Jiyun; Nguyen, Tam

2014-01-01

For many people limited health literacy is a major barrier to effective preventive health behavior such as cancer screening, yet a comprehensive health literacy measure that is specific to breast and cervical cancer screening is not readily available. The purpose of this article is to describe the development and testing of a new instrument to measure health literacy in the context of breast and cervical cancer screening, the Assessment of Health Literacy in Cancer Screening (AHL-C). The AHL-C is based on Baker's conceptualization of health literacy and modeled from the two most popular health literacy tests, the Rapid Estimate of Adult Literacy in Medicine and the Test of Functional Health Literacy in Adults. The AHL-C consists of four subscales; print literacy, numeracy, comprehension, and familiarity. We used baseline data from 560 Korean American immigrant women who participated in a community-based randomized trial designed to test the effect of a health literacy-focused intervention to promote breast and cervical cancer screening. Rigorous psychometric testing supports that the AHL-C is reliable, valid, and significantly correlated with theoretically selected variables. Future research is needed to test the utility of the AHL-C in predicting cancer screening outcomes.

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

PubMed Central

Doustmohammadian, Aazam; Omidvar, Nasrin; Keshavarz-Mohammadi, Nastaran; Abdollahi, Morteza; Amini, Maryam; Eini-Zinab, Hassan

2017-01-01

Background Food and nutrition literacy is an emerging term which is increasingly used in policy and research. Though research in this area is growing, progression is limited by the lack of an accepted method to measure food and nutrition literacy. The aim of this study is to develop a valid and reliable questionnaire to assess food and nutrition literacy in elementary school children in the city of Tehran. Methods The study was conducted in three phases. To develop Food and Nutrition Literacy (FNLIT) questionnaire, a comprehensive literature review and a qualitative study were initially performed to identify food and nutrition literacy dimensions and its components. Content and face validity of the questionnaire were evaluated by an expert panel as well as students. In the second phase, construct validity of the scale was evaluated using Explanatory Factor Analyses (EFA) and Confirmatory Factor Analyses (CFA). In the last phase (confirmatory phase), the final version of the questionnaire was evaluated on 400 students. Results Findings show Content Validity Ratio (CVR) and Content Validity Index (CVI) of the 62-item questionnaire at acceptable levels of 0.87 and 0.92, respectively. EFA suggested a six-factor construct, namely, understanding food and nutrition information, knowledge, functional, interactive, food choice, and critical. The results of CFA indicated acceptable fit indices for the proposed models. All subscales demonstrated satisfactory internal consistency (Cronbach’s alpha≥0.70), except for critical skill subscale (0.48). The intraclass correlation coefficient (ICC = 0.90, CI: 0.83–0.94) indicated that Food and Nutrition Literacy (FNLIT) scale had satisfactory stability. Each phase of development progressively improved the questionnaire, which resulted in a 46-item (42 likert-type items and 4 true-false items) Food and Nutrition Literacy (FNLIT) scale. The questionnaire measured two domains with 6 subscales, including: 1) cognitive domain: understanding and knowledge; 2) skill domain: functional, food choice, interactive, and critical skills. Conclusion The developed food and nutrition literacy scale is a valid and reliable instrument to measure food and nutrition literacy in children. This measure lays a solid empirical and theoretical foundation for future research and tailored interventions to promote food and nutrition literacy in this age group. PMID:28654646

Developing an Observation Instrument to Support Authentic Independent Reading Time during School in a Data-Driven World

ERIC Educational Resources Information Center

Williams, Lunetta M.; Hall, Katrina W.; Hedrick, Wanda B.; Lamkin, Marcia; Abendroth, Jennifer

2013-01-01

The purpose of the present study was to develop an instrument to measure reading during in-school independent reading (ISIR). Procedures to establish validity and reliability of the instrument included videotaping and observing students during ISIR, gathering feedback from literacy experts, establishing interrater reliability, crosschecking…

[Modification and evaluation of assessment of 
medication literacy].

PubMed

Zheng, Feng; Zhong, Zhuqing; Ding, Siqing; Luo, Aijing; Liu, Zina

2016-11-28

To translate and revise the Medication Literacy Assessment in English (MedLitRxSE-English) and evaluate its validity and reliability.
 Methods: We introduced MedLitRxSE-English from abroad. According to the principles of Brislin and culture adjustment, we revised it as a Chinese edition. Using random sampling method, from Oct, 2014 to Jan, 2015, 461 non-hospitalized patients from the outpatient departments of the top three hospitals in Changsha city were investigated. The reliability and validity of the scale was tested.
 Results: The test-retest reliability of the Chinese version for medication literacy scale was 0.885; the split reliability was 0.840; K-R was 0.820; the correlations between the assessment of medication literacy and the corresponding items were 0.427-0.587; the confirmatory factor analysis revealed overall good fit. Root mean square error of approximation (RMSEA), χ2/df, goodness of fit index (GFI) and comparative fit index (CFI) was 0.08, 3.06, 0.91 and 0.94, respectively. 
 Conclusion: The Chinese version for the assessment of medication literacy is in good reliability and validity, and it can be used to evaluate the medication literacy in our country.

Design of Chemical Literacy Assessment by Using Model of Educational Reconstruction (MER) on Solubility Topic

NASA Astrophysics Data System (ADS)

Yusmaita, E.; Nasra, Edi

2018-04-01

This research aims to produce instrument for measuring chemical literacy assessment in basic chemistry courses with solubility topic. The construction of this measuring instrument is adapted to the PISA (Programme for International Student Assessment) problem’s characteristics and the Syllaby of Basic Chemistry in KKNI-IndonesianNational Qualification Framework. The PISA is a cross-country study conducted periodically to monitor the outcomes of learners' achievement in each participating country. So far, studies conducted by PISA include reading literacy, mathematic literacy and scientific literacy. Refered to the scientific competence of the PISA study on science literacy, an assessment designed to measure the chemical literacy of the chemistry department’s students in UNP. The research model used is MER (Model of Educational Reconstruction). The validity and reliability values of discourse questions is measured using the software ANATES. Based on the acquisition of these values is obtained a valid and reliable chemical literacy questions.There are seven question items limited response on the topic of solubility with valid category, the acquisition value of test reliability is 0,86, and has a difficulty index and distinguishing good

Evaluation of a word recognition instrument to test health literacy in dentistry: the REALD-99.

PubMed

Richman, Julia A; Lee, Jessica Y; Rozier, R Gary; Gong, Debra A; Pahel, Bhavna T; Vann, William F

2007-01-01

This study aims to evaluate a dental health literacy word recognition instrument. Based on a reading recognition test used in medicine, the Rapid Estimate of Adult Literacy in Medicine (REALM), we developed the Rapid Estimate of Adult Literacy in Dentistry (REALD-99). Parents of pediatric dental patients were recruited from local dental clinics and asked to read aloud words in both REALM and REALD-99. REALD-99 scores had a possible range of 0 (low literacy) to 99 (high literacy); REALM scores ranged from 0 to 66. Outcome measures included parents' perceived oral health for themselves and of their children, and oral health-related quality of life of the parent as measured by the short-form Oral Health Impact Profile (OHIP-14). To determine the validity, we tested bivariate correlations between REALM and REALD-99, REALM and perceived dental outcomes, and REALD-99 and perceived dental outcomes. We used ordinary least squares regression and logit models to further examine the relationship between REALD-99 and dental outcomes. We determined internal reliability using Cronbach's alpha. One hundred two parents of children were interviewed. The average REALD-99 and REALM-66 scores were high (84 and 62, respectively). REALD-99 was positively correlated with REALM (PCC = 0.80). REALM was not related to dental outcomes. REALD-99 was associated with parents' OHIP-14 score in multivariate analysis. REALD-99 had good reliability (Cronbach's alpha = 0.86). REALD-99 has promise for measuring dental health literacy because it demonstrated good reliability and is quick and easy to administer. Additional studies are needed to examine the validity of REALD-99 using objective clinical oral health measures and more proximal outcomes such as behavior and compliance to specific health instructions.

Developing a Science Process Skills Test for Secondary Students: Validity and Reliability Study

ERIC Educational Resources Information Center

Feyzioglu, Burak; Demirdag, Baris; Akyildiz, Murat; Altun, Eralp

2012-01-01

Science process skills are claimed to enable an individual to improve their own life visions and give a scientific view/literacy as a standard of their understanding about the nature of science. The main purpose of this study was to develop a test for measuring a valid, reliable and practical test for Science Process Skills (SPS) in secondary…

Development and validation of the computer technology literacy self-assessment scale for Taiwanese elementary school students.

PubMed

Chang, Chiung-Sui

2008-01-01

The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of the computer technology literacy self-assessment scale (CTLS) for elementary school students. The instrument included five CTLS dimensions (subscales): the technology operation skills, the computer usages concepts, the attitudes toward computer technology, the learning with technology, and the Internet operation skills. Participants were 1,539 elementary school students in Taiwan. Data analysis indicated that the instrument developed in the study had satisfactory validity and reliability. Correlations analysis supported the legitimacy of using multiple dimensions in representing students' computer technology literacy. Significant differences were found between male and female students, and between grades on some CTLS dimensions. Suggestions are made for use of the instrument to examine complicated interplays between students' computer behaviors and their computer technology literacy.

Evaluating Online Media Literacy in Higher Education: Validity and Reliability of the Digital Online Media Literacy Assessment (DOMLA)

ERIC Educational Resources Information Center

Hallaq, Thomas G.

2013-01-01

While new technology continues to develop and become increasingly affordable, and students have increased access to electronic media, one might wonder if requiring such technology in the classroom is akin to throwing the car keys to a teen-ager who has not completed a driver's education course. Currently, no validated survey has been created…

Development and validation of the health literacy assessment tool for older people in Taiwan: potential impacts of cultural differences.

PubMed

Chung, Min-Huey; Chen, Liang-Kung; Peng, Li-Ning; Chi, Mei-Ju

2015-01-01

To screen health literacy among urban elderly in Taiwan, who cannot be evaluated easily using the current measurement tools because of the "face", which meant someone felt embarrassed if he did not know how to do something. A literature review was performed to define a framework for developing the health literacy screening tool. Two hundred elderly were recruited to test the validity and reliability for pilot study. One thousand and eighty two elderly who came from quota sampling in Taipei City by administrative areas and gender were interviewed face-to-face to gather health literacy performance by the developed health literacy screening tool and the short-form Mandarin Health Literacy Scale (s-MHLS). 10-items of health literacy screening tool by self-perception were developed. The mean score of screening tool among analysis sample was 42.3 (0-50) and s-MHLS was 9.5 (0-11). Pearson correlation coefficient was 0.441 (p<0.0001) between these two measurements. Multiple regressions showed that, female, younger, higher education, living with family, has no primary caregiver, has few medical companionship, and higher score of health knowledge had better health literacy performance in both measurements. This screening tool should be applied to screen health literacy of elderly came from baby boomer who usually have lower education levels than the general population in Chinese regions. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

eHealth literacy in chronic disease patients: An item response theory analysis of the eHealth literacy scale (eHEALS).

PubMed

Paige, Samantha R; Krieger, Janice L; Stellefson, Michael; Alber, Julia M

2017-02-01

Chronic disease patients are affected by low computer and health literacy, which negatively affects their ability to benefit from access to online health information. To estimate reliability and confirm model specifications for eHealth Literacy Scale (eHEALS) scores among chronic disease patients using Classical Test (CTT) and Item Response Theory techniques. A stratified sample of Black/African American (N=341) and Caucasian (N=343) adults with chronic disease completed an online survey including the eHEALS. Item discrimination was explored using bi-variate correlations and Cronbach's alpha for internal consistency. A categorical confirmatory factor analysis tested a one-factor structure of eHEALS scores. Item characteristic curves, in-fit/outfit statistics, omega coefficient, and item reliability and separation estimates were computed. A 1-factor structure of eHEALS was confirmed by statistically significant standardized item loadings, acceptable model fit indices (CFI/TLI>0.90), and 70% variance explained by the model. Item response categories increased with higher theta levels, and there was evidence of acceptable reliability (ω=0.94; item reliability=89; item separation=8.54). eHEALS scores are a valid and reliable measure of self-reported eHealth literacy among Internet-using chronic disease patients. Providers can use eHEALS to help identify patients' eHealth literacy skills. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Information Literacy: Instrument Development to Measure Competencies and Knowledge Among Nursing Educators, Nursing Administrators, and Nursing Clinicians: A Pilot Study

PubMed Central

Pierce, Susan; Pravikoff, Diane; Tanner, Annelle

2003-01-01

This poster describes a pilot study conducted to establish validity and reliability of an instrument that will be used in a nationwide needs assessment, implemented to identify gaps in Information Literacy skills, competencies, and knowledge among key nursing groups nationally. Data and information gathered using the tool will guide the profession in developing appropriate education and continuing education programs to close identified gaps and enhance nurses’ readiness for Evidence-Based Practice (EBP). PMID:14728475

Reliability of the Test of Integrated Language and Literacy Skills (TILLS).

PubMed

Mailend, Marja-Liisa; Plante, Elena; Anderson, Michele A; Applegate, E Brooks; Nelson, Nickola W

2016-07-01

As new standardized tests become commercially available, it is critical that clinicians have access to the information about a test's psychometric properties, including aspects of reliability. The purpose of the three studies reported in this article was to investigate the reliability of a new test, the Test of Integrated Language and Literacy Skills (TILLS), with consideration of both internal and external sources of measurement error. The TILLS was administered to children aged 6;0-18;11 years. The participants varied in terms of their language and literacy skills and included children with typical language development as well as those diagnosed with language or learning disability. The sample of children also varied in terms of their racial and socioeconomic backgrounds. Study 1 (N = 1056) assessed the internal consistency of TILLS calculating the coefficient omega for each subtest. Study 2 (N = 103) and Study 3 (N = 39) used the intra-class correlation coefficients to report on test-retest and inter-rater reliability respectively. The results indicate strong internal consistency and inter-rater reliability for all subtests of TILLS. The test-retest reliability was strong for all but one subtest, for which the intra-class correlation coefficient was in the acceptable range. This article provides clinicians with essential scientific information that supports the internal and external reliability of a new test of oral and written language skills, the TILLS. Information about reliability is critical for guiding the selection of an appropriate diagnostic tool amongst a number of options. © 2016 Royal College of Speech and Language Therapists.

A New Functional Health Literacy Scale for Japanese Young Adults Based on Item Response Theory.

PubMed

Tsubakita, Takashi; Kawazoe, Nobuo; Kasano, Eri

2017-03-01

Health literacy predicts health outcomes. Despite concerns surrounding the health of Japanese young adults, to date there has been no objective assessment of health literacy in this population. This study aimed to develop a Functional Health Literacy Scale for Young Adults (funHLS-YA) based on item response theory. Each item in the scale requires participants to choose the most relevant term from 3 choices in relation to a target item, thus assessing objective rather than perceived health literacy. The 20-item scale was administered to 1816 university students and 1751 responded. Cronbach's α coefficient was .73. Difficulty and discrimination parameters of each item were estimated, resulting in the exclusion of 1 item. Some items showed different difficulty parameters for male and female participants, reflecting that some aspects of health literacy may differ by gender. The current 19-item version of funHLS-YA can reliably assess the objective health literacy of Japanese young adults.

Literacy Behaviors of Kindergarten-Primary Children in High Stimulus-Level Literacy Environments. Part I: The Instruments. Part II: Environments and Literacy Behaviors.

ERIC Educational Resources Information Center

Loughlin, Catherine E.; Ivener, Bonnie L.

A study of patterns of literacy behaviors in high level literacy environments with varying levels of access to the environment began with a study of the instruments involved. Goals were to: (1) examine the reliability of the Survey of Displayed Literacy Stimuli; (2) study the correlation between scores from the Survey of Displayed Literacy Stimuli…

Suitability of the Literacy and Numeracy Screening (LINUS) 2.0 Programme in Assessing Children's Early Literacy

ERIC Educational Resources Information Center

Luyee, Eunice Ong; Roselan, Fauzan Izzati; Anwardeen, Nor Hafizah; Mustapa, Fatin Hazirah Mohd

2015-01-01

Early literacy skills are crucial in a child's learning process and awareness should be raised in order to ensure the quality of early literacy assessments. In this paper, the writers discuss the quality of early literacy assessment in Malaysia, LINUS 2.0 by looking at its validity and reliability. An established early literacy program is compared…

Reliability and validity of the Turkish version of the Rapid Estimate of Adult Literacy in Dentistry (TREALD-30).

PubMed

Peker, Kadriye; Köse, Taha Emre; Güray, Beliz; Uysal, Ömer; Erdem, Tamer Lütfi

2017-04-01

To culturally adapt the Turkish version of Rapid Estimate of Adult Literacy in Dentistry (TREALD-30) for Turkish-speaking adult dental patients and to evaluate its psychometric properties. After translation and cross-cultural adaptation, TREALD-30 was tested in a sample of 127 adult patients who attended a dental school clinic in Istanbul. Data were collected through clinical examinations and self-completed questionnaires, including TREALD-30, the Oral Health Impact Profile (OHIP), the Rapid Estimate of Adult Literacy in Medicine (REALM), two health literacy screening questions, and socio-behavioral characteristics. Psychometric properties were examined using Classical Test Theory (CTT) and Rasch analysis. Internal consistency (Cronbach's Alpha = 0.91) and test-retest reliability (Intraclass correlation coefficient = 0.99) were satisfactory for TREALD-30. It exhibited good convergent and predictive validity. Monthly family income, years of education, dental flossing, health literacy, and health literacy skills were found as stronger predictors of patients'oral health literacy (OHL). Confirmatory factor analysis (CFA) confirmed a two-factor model. The Rasch model explained 37.9% of the total variance in this dataset. In addition, TREALD-30 had eleven misfitting items, which indicated evidence of multidimensionality. The reliability indeces provided in Rasch analysis (person separation reliability = 0.91 and expected-a-posteriori/plausible reliability = 0.94) indicated that TREALD-30 had acceptable reliability. TREALD-30 showed satisfactory psychometric properties. It may be used to identify patients with low OHL. Socio-demographic factors, oral health behaviors and health literacy skills should be taken into account when planning future studies to assess the OHL in both clinical and community settings.

Development and evaluation of CAHPS survey items assessing how well healthcare providers address health literacy.

PubMed

Weidmer, Beverly A; Brach, Cindy; Hays, Ron D

2012-09-01

The complexity of health information often exceeds patients' skills to understand and use it. To develop survey items assessing how well healthcare providers communicate health information. Domains and items for the Consumer Assessment of Healthcare Providers and Systems (CAHPS) Item Set for Addressing Health Literacy were identified through an environmental scan and input from stakeholders. The draft item set was translated into Spanish and pretested in both English and Spanish. The revised item set was field tested with a randomly selected sample of adult patients from 2 sites using mail and telephonic data collection. Item-scale correlations, confirmatory factor analysis, and internal consistency reliability estimates were estimated to assess how well the survey items performed and identify composite measures. Finally, we regressed the CAHPS global rating of the provider item on the CAHPS core communication composite and the new health literacy composites. A total of 601 completed surveys were obtained (52% response rate). Two composite measures were identified: (1) Communication to Improve Health Literacy (16 items); and (2) How Well Providers Communicate About Medicines (6 items). These 2 composites were significantly uniquely associated with the global rating of the provider (communication to improve health literacy: P<0.001, b=0.28; and communication about medicines composite: P=0.02, b=0.04). The 2 composites and the CAHPS core communication composite accounted for 51% of the variance in the global rating of the provider. A 5-item subset of the Communication to Improve Health Literacy composite accounted for 90% of the variance of the original 16-item composite. This study provides support for reliability and validity of the CAHPS Item Set for Addressing Health Literacy. These items can serve to assess whether healthcare providers have communicated effectively with their patients and as a tool for quality improvement.

The Validation of a Food Label Literacy Questionnaire for Elementary School Children

ERIC Educational Resources Information Center

Reynolds, Jesse S.; Treu, Judith A.; Njike, Valentine; Walker, Jennifer; Smith, Erica; Katz, Catherine S.; Katz, David L.

2012-01-01

Objective: To determine the reliability and validity of a 10-item questionnaire, the Food Label Literacy for Applied Nutrition Knowledge questionnaire. Methods: Participants were elementary school children exposed to a 90-minute school-based nutrition program. Reliability was assessed via Cronbach alpha and intraclass correlation coefficient…

Development of the Health Insurance Literacy Measure (HILM): Conceptualizing and Measuring Consumer Ability to Choose and Use Private Health Insurance

PubMed Central

Paez, Kathryn A.; Mallery, Coretta J.; Noel, HarmoniJoie; Pugliese, Christopher; McSorley, Veronica E.; Lucado, Jennifer L.; Ganachari, Deepa

2014-01-01

Understanding health insurance is central to affording and accessing health care in the United States. Efforts to support consumers in making wise purchasing decisions and using health insurance to their advantage would benefit from the development of a valid and reliable measure to assess health insurance literacy. This article reports on the development of the Health Insurance Literacy Measure (HILM), a self-assessment measure of consumers' ability to select and use private health insurance. The authors developed a conceptual model of health insurance literacy based on formative research and stakeholder guidance. Survey items were drafted using the conceptual model as a guide then tested in two rounds of cognitive interviews. After a field test with 828 respondents, exploratory factor analysis revealed two HILM scales, choosing health insurance and using health insurance, each of which is divided into a confidence subscale and likelihood of behavior subscale. Correlations between the HILM scales and an objective measure of health insurance knowledge and skills were positive and statistically significant which supports the validity of the measure. PMID:25315595

Development of the Health Insurance Literacy Measure (HILM): conceptualizing and measuring consumer ability to choose and use private health insurance.

PubMed

Paez, Kathryn A; Mallery, Coretta J; Noel, HarmoniJoie; Pugliese, Christopher; McSorley, Veronica E; Lucado, Jennifer L; Ganachari, Deepa

2014-01-01

Understanding health insurance is central to affording and accessing health care in the United States. Efforts to support consumers in making wise purchasing decisions and using health insurance to their advantage would benefit from the development of a valid and reliable measure to assess health insurance literacy. This article reports on the development of the Health Insurance Literacy Measure (HILM), a self-assessment measure of consumers' ability to select and use private health insurance. The authors developed a conceptual model of health insurance literacy based on formative research and stakeholder guidance. Survey items were drafted using the conceptual model as a guide then tested in two rounds of cognitive interviews. After a field test with 828 respondents, exploratory factor analysis revealed two HILM scales, choosing health insurance and using health insurance, each of which is divided into a confidence subscale and likelihood of behavior subscale. Correlations between the HILM scales and an objective measure of health insurance knowledge and skills were positive and statistically significant which supports the validity of the measure.

Iranian Health Literacy Questionnaire (IHLQ): An Instrument for Measuring Health Literacy in Iran.

PubMed

Haghdoost, Ali Akbar; Rakhshani, Fatemeh; Aarabi, Mohsen; Montazeri, Ali; Tavousi, Mahmoud; Solimanian, Atoosa; Sarbandi, Fatemeh; Namdar, Hosein; Iranpour, Abedin

2015-06-01

Promoting Health Literacy (HL) is considered as an important goal in strategic plans of many countries. In spite of the necessity for access to valid, reliable and native HL instruments, the number of such instruments in the Persian language is scarce. Moreover, there is no good estimation of HL status in Iran. The aim of this study was to provide a valid, reliable and native instrument to measure and monitor community HL in Iran and also, to provide an estimation of HL status in two Iranian provinces. By applying the multistage cluster sampling, 1080 respondents (540 from each gender) were recruited from Kerman and Mazandaran provinces of Iran, from February to June 2014 to participate in this cross-sectional study. The development of the Iranian Health Literacy Questionnaire (IHLQ) was initiated with a comprehensive review of the literature. Then, face, content and construct validity as well as reliability were determined. Internal consistency and test-retest reliability (ICC) of the factors was in the range of 0.71 to 0.96 and 0.73 to 0.86, respectively. In order to construct validity, Exploratory Factor Analysis (EFA) Kaiser-Meyer-Olkin (KMO) = 0.95 and Bartlett's test result of 3.017 with P < 0.001) with varimax rotation was used. Optimal reduced solution, including 36 items and seven factors, was found in EFA. Five of the factors identified were reading/comprehension skills, individual empowerment, communication/decision-making skills, social empowerment and health knowledge. It was concluded that IHLQ might be a practical and useful tool for investigating HL for Persian language speakers around the world. Since HL is dynamic and its instruments should be regularly revised, further studies are recommended to assess HL with application of IHLQ to detect its potential imperfections.

Measuring metacognitive ability based on science literacy in dynamic electricity topic

NASA Astrophysics Data System (ADS)

Warni; Sunyono; Rosidin

2018-01-01

This study aims to produce an instrument of metacognition ability assessment based on science literacy on theoretically and empirically feasible dynamic electrical material. The feasibility of the assessment instrument includes theoretical validity on material, construction, and language aspects, as well as empirical validity, reliability, difficulty, distinguishing, and distractor indices. The development of assessment instruments refers to the Dick and Carey development model which includes the preliminary study stage, initial product development, validation and revision, and piloting. The instrument was tested to 32 students of class IX in SMP Negeri 20 Bandar Lampung, using the design of One Group Pretest-Postest Design. The result shows that the metacognition ability assessment instrument based on science literacy is feasible theoretically with theoretical validity percentage of 95.44% and empirical validity of 43.75% for the high category, 43.75% for the medium category, and 12.50 % for low category questions; Reliability of assessment instruments of 0.83 high categories; Difficulty level of difficult item is about 31.25% and medium category is equal to 68.75%. Item that has very good distinguishing power is 12.50%, 62.50% for good stage, and medium category is 25.00%; As well as the duplexing function on a matter of multiple choice is 80.00% including good category and 20.00% for medium category.

Development and testing of the Test of Functional Health Literacy in Dentistry (TOFHLiD).

PubMed

Gong, Debra A; Lee, Jessica Y; Rozier, R Gary; Pahel, Bhavna T; Richman, Julia A; Vann, William F

2007-01-01

This study aims to evaluate the reliability and validity of the Test of Functional Health Literacy in Dentistry (TOFHLiD), a new instrument to measure functional oral health literacy. TOFHLiD uses text passages and prompts related to fluoride use and access to care to assess reading comprehension and numerical ability. Parents of pediatric dental patients (n = 102) were administered TOFHLiD, a medical literacy comprehension test (TOFHLA), and two word recognition tests [Rapid Estimate of Adult Literacy in Dentistry (REALD), Rapid Estimate of Adult Literacy in Medicine (REALM)]. This design provided assessments of dental and medical health literacy by all subjects, both measured with two different methods (reading/numeracy ability and word recognition). Construct validity of TOFHLiD was assessed by entering the correlation coefficients for all pairwise comparisons of literacy instruments into a multitrait-multimethod matrix. Internal reliability of TOFHLiD was assessed with Cronbach's alpha. Criterion-related predictive validity was tested by associations between the TOFHLiD scores and the three measures of oral health in multivariate regression analyses. The correlation coefficient for TOFHLiD and REALD-99 scores (monotrait-heteromethod) was high (r = 0.82, P < 0.05). Coefficients between TOFHLiD and TOFHLA (heterotrait-monomethod: r = 0.52) and REALM (heterotrait-heteromethod: r = 0.53) were smaller than coefficients for convergent validity Cronbach's alpha for TOFHLiD was 0.63. TOFHLiD was positively correlated with OHIP-14 (P < 0.05), but not with parent or child oral health. TOFHLA was not related to dental outcomes. TOFHLiD demonstrates good convergent validity but only moderate ability to discriminate between dental and medical health literacy. Its predictive validity is only partially established, and internal consistency just meets the threshold for acceptability. Results provide solid support for more research, but not widespread use in clinical or public health practice.

A Mokken analysis of the literacy in musculoskeletal problems questionnaire.

PubMed

Vaughan, Brett; Mulcahy, Jane; Coffey, Amy; Addinsall, Laura; Ryan, Stephanie; Fitzgerald, Kylie

2017-12-21

Limited health literacy is known to impact on medication adherence, hospital readmission and potentially poorer health outcomes. The literature on the health literacy of those with musculoskeletal conditions suggests greater functional limitations and increased pain levels. There are a number of measures of health literacy. One that specifically relates to musculoskeletal complaints is the Literacy in Musculoskeletal Problems (LiMP) questionnaire. The LiMP contains 9 multiple choice items that cover anatomy, musculoskeletal conditions and the diagnosis of musculoskeletal complaints. The aim of the study was to evaluate the dimensionality and internal structure of the LiMP in patients attending for osteopathy care at a student-led clinic, as a potential measure of musculoskeletal health literacy. Three hundred and sixty-one (n = 361) new patients attending the Victoria University Osteopathy Clinic completed the LiMP and a demographic and health information questionnaire prior to their initial consultation. Mokken scale analysis, a nonparametric item response theory approach, was used to evaluate the dimensionality and structure of the LiMP in this population, to ascertain whether the questionnaire was measuring a single latent construct - musculoskeletal health literacy. McDonald's omega and Cronbach's alpha were calculated as the reliability estimations. The relationship between the LiMP and a single item screen of health literacy was also undertaken. The 9 items on the LiMP did not form a Mokken scale and the reliability estimations were below an acceptable level (alpha and omega <0.45). LiMP items 5 and 8 were more likely to be answered correctly by those with higher health literacy (p < 0.05), however the effect sizes were small (<0.20). Calculation of a total score for the LiMP, as advocated by the original authors, is not supported based on data in the present study. Further research is required to explore the relationship of the LiMP items to demographic and clinical data, and to other broader measures of health literacy. Further research may also develop a health literacy measure that is specific to patients seeking manual therapy care for musculoskeletal complaints.

102: PROMOTING INFORMATION LITERACY BY PROMOTING HEALTH LITERACY IN THE INFORMATION SOCIETY

PubMed Central

Dastani, Meisam; Sattari, Masoume

2017-01-01

Background and aims In the information society the production, distribution and use of information is freely and widely available for all issues of life. Correct and appropriate use of appropriate and reliable information is especially important in health care. The present study introduces the concepts and benefits of health literacy and information literacy and its role in improving health literacy. Methods This study is a review based on a review of the concepts of the information society, information literacy and information educated to present importance of promoting information literacy on health literacy in the information society. Results and Conclusion The information society by providing a platform of information technology and computer systems to attempts exchange and development information between people in the community. Currently, electronic and web-based health information in the form of mass is available for people. Information as a fundamental base of the information society is a phenomenon that our decisions are affect in relation to various issues such as safety and health issues. It is important point to avoid the mass of information invalid, incorrect and inappropriate available on the internet. This requires information literacy skills such as identifying, accessing and evaluating information. In general, it can be said that the promotion of health literacy in communities are required to learn different skills in the form of information literacy.

Cross-Cultural Validation of the High Blood Pressure Health Literacy Scale in a Chinese Community.

PubMed

Zhang, Qinghua; Huang, Feifei; Liu, Zaoling; Zhang, Na; Mahapatra, Tanmay; Tang, Weiming; Lei, Yang; Dai, Yali; Tang, Songyuan; Zhang, Jingping

2016-01-01

Considering the importance of health literacy (HL) for the maximum yield from the hypertension control programs, development of a reliable and valid instrument of hypertension-related HL is critical. This study aimed to translate and validate the High Blood Pressure-Health Literacy Scale (HBP-HLS) into Chinese (C-HBP-HLS) and evaluate its psychometric properties in Chinese context. Between June 2013 and January 2014, a cross-sectional study was conducted among recruited hypertensive patients belonging to the Han and Kazakh-Chinese communities in Urumqi, Xinjiang, China. A pilot sample (n = 242) was selected for the exploratory factor analysis of the translated and modified instrument. Another sample (n = 308) was recruited for the confirmatory factor analysis. C-HBP-HLS consisted of five dimensions (Print Health Literacy, Medication Label, Understanding Ability, Newest Vital Sign Test, and Avoiding Food Allergy) containing 15 items, accounting for 77.7% of the total variance. The 5-factor model demonstrated a good overall fit. The scale-level content validity index was 0.85. Cronbach's alpha of the overall scale was 0.78 and test-retest reliability was 0.96. Education level had a strong positive correlation with the scores for items Q1, Q2, and Q3(r = 0.481, 0.492, 0.475, respectively). Health Literacy scores among Kazakh patients were significantly lower than Han (7.13±7.90 vs. 30.10±13.42, Z = -14.573, P<0.001). C-HBP-HLS demonstrated suitable factor structure and robust psychometric properties for measuring health literacy level among hypertensive patients in China.

Development and Validation of the Numeracy Understanding in Medicine Instrument Short Form

PubMed Central

Schapira, Marilyn M.; Walker, Cindy M.; Miller, Tamara; Fletcher, Kathlyn A; Ganschow, Pamela G.; Jacobs, Elizabeth A; Imbert, Diana; O'Connell, Maria; Neuner, Joan M.

2014-01-01

Background Health numeracy can be defined as the ability to understand and use numeric information and quantitative concepts in the context of health. We previously reported the development of the Numeracy Understanding in Medicine Instrument (NUMi); a 20-item test developed using item response theory. We now report the development and validation of a short form of the NUMi. Methods Item statistics were used to identify a subset of 8-items representing a range of difficulty and content areas. Internal reliability was evaluated with Cronbach's alpha. Divergent and convergent validity was assessed by comparing scores of the S-NUMI with existing measures of education, print and numeric health literacy, mathematic achievement, cognitive reasoning, and the original NUMi. Results The 8-item scale had adequate reliability (Cronbach's alpha: 0.72) and was strongly correlated to the 20-item NUMi (0.92). The S-NUMi scores were strongly correlated with the Lipkus numeracy test (0.62), Wide Range of Achievement Test-Mathematics (WRAT-M) (0.72), and Wonderlic cognitive reasoning test (0.76). Moderate correlation was found with education level (0.58) and print literacy as measured by the TOFHLA (0.49). Conclusion The short Numeracy Understanding in Medicine Instrument is a reliable and valid measure of health numeracy feasible for use in clinical and research settings. PMID:25315596

Science and ecological literacy in undergraduate field studies education

NASA Astrophysics Data System (ADS)

Mapp, Kim J.

There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

Reconstructing the Pupils Attitude towards Technology-Survey

ERIC Educational Resources Information Center

Ardies, Jan; De Maeyer, Sven; Gijbels, David

2013-01-01

In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in…

Adult Literacy Education: Program Evaluation and Learner Assessment. Information Series No. 338.

ERIC Educational Resources Information Center

Lytle, Susan L.; Wolfe, Marcie

Adult literacy programs need reliable information about program quality and effectiveness for accountability, improvement of practice, and expansion of knowledge. Evaluation and assessment reflect fundamental beliefs about adult learners, concepts of literacy, and educational settings. Resources for planning program evaluations include surveys,…

Health literacy demands of written health information materials: an assessment of cervical cancer prevention materials.

PubMed

Helitzer, Deborah; Hollis, Christine; Cotner, Jane; Oestreicher, Nancy

2009-01-01

Health literacy requires reading and writing skills as well as knowledge of health topics and health systems. Materials written at high reading levels with ambiguous, technical, or dense text, often place great comprehension demands on consumers with lower literacy skills. This study developed and used an instrument to analyze cervical cancer prevention materials for readability, comprehensibility, suitability, and message design. The Suitability Assessment of Materials (SAM) was amended for ease of use, inclusivity, and objectivity with the encouragement of the original developers. Other novel contributions were specifically related to "comprehensibility" (CAM). The resulting SAM + CAM was used to score 69 materials for content, literacy demand, numeric literacy, graphics, layout/typography, and learning stimulation variables. Expert reviewers provided content validation. Inter-rater reliability was "substantial" (kappa = .77). The mean reading level of materials was 11th grade. Most materials (68%) scored as "adequate" for comprehensibility, suitability, and message design; health education brochures scored better than other materials. Only one-fifth were ranked "superior" for ease of use and comprehensibility. Most written materials have a readability level that is too high and require improvement in ease of use and comprehensibility for the majority of readers.

Health literacy screening instruments for eHealth applications: a systematic review.

PubMed

Collins, Sarah A; Currie, Leanne M; Bakken, Suzanne; Vawdrey, David K; Stone, Patricia W

2012-06-01

To systematically review current health literacy (HL) instruments for use in consumer-facing and mobile health information technology screening and evaluation tools. The databases, PubMed, OVID, Google Scholar, Cochrane Library and Science Citation Index, were searched for health literacy assessment instruments using the terms "health", "literacy", "computer-based," and "psychometrics". All instruments identified by this method were critically appraised according to their reported psychometric properties and clinical feasibility. Eleven different health literacy instruments were found. Screening questions, such as asking a patient about his/her need for assistance in navigating health information, were evaluated in seven different studies and are promising for use as a valid, reliable, and feasible computer-based approach to identify patients that struggle with low health literacy. However, there was a lack of consistency in the types of screening questions proposed. There is also a lack of information regarding the psychometric properties of computer-based health literacy instruments. Only English language health literacy assessment instruments were reviewed and analyzed. Current health literacy screening tools demonstrate varying benefits depending on the context of their use. In many cases, it seems that a single screening question may be a reliable, valid, and feasible means for establishing health literacy. A combination of screening questions that assess health literacy and technological literacy may enable tailoring eHealth applications to user needs. Further research should determine the best screening question(s) and the best synthesis of various instruments' content and methodologies for computer-based health literacy screening and assessment. Copyright © 2012 Elsevier Inc. All rights reserved.

Bridging the Literacy Gap between Boys and Girls: An Opportunity for the National Year of Reading 2012

ERIC Educational Resources Information Center

Henry, Katya; Lagos, Anna; Berndt, Frances

2012-01-01

Literacy achievement is one of the most reliable indicators of educational, social, and economic success. In 2012, the National Year of Reading, boys still make up the majority of students struggling with literacy skills. Boys' literacy is an issue that affects us all. This paper provides an overview of research related to boys and reading, and…

Measuring functional, interactive and critical health literacy of Chinese secondary school students: reliable, valid and feasible?

PubMed

Guo, Shuaijun; Davis, Elise; Yu, Xiaoming; Naccarella, Lucio; Armstrong, Rebecca; Abel, Thomas; Browne, Geoffrey; Shi, Yanqin

2018-04-01

Health literacy is an increasingly important topic in the global context. In mainland China, health literacy measures mainly focus on health knowledge and practices or on the functional domain for adolescents. However, little is known about interactive and critical domains. This study aimed to adopt a skills-based and three-domain (functional, interactive and critical) instrument to measure health literacy in Chinese adolescents and to examine the status and determinants of each domain. Using a systematic review, the eight-item Health Literacy Assessment Tool (HLAT-8) was selected and translated from English to Chinese (c-HLAT-8). Following the translation process, a cross-sectional study was conducted in four secondary schools in Beijing, China. A total of 650 students in Years 7-9 were recruited to complete a self-administered questionnaire that assessed socio-demographics, self-efficacy, social support, school environment, community environment and health literacy. Results showed that the c-HLAT-8 had satisfactory reliability (Cronbach's α = 0.79; intra-class correlation coefficient = 0.72) and strong validity (translation validity index (TVI) ≥0.95; χ 2 / df = 3.388, p < 0.001; comparative fit index = 0.975, Tucker and Lewis's index of fit = 0.945, normed fit index = 0.965, root mean error of approximation = 0.061; scores on the c-HLAT-8 were moderately correlated with the Health Literacy Study-Taiwan, but weakly with the Newest Vital Sign). Chinese students had an average score of 26.37 (±5.89) for the c-HLAT-8. When the determinants of each domain of health literacy were examined, social support was the strongest predictor of interactive and critical health literacy. On the contrary, self-efficacy and school environment played more dominant roles in predicting functional health literacy. The c-HLAT-8 was demonstrated to be a reliable, valid and feasible instrument for measuring functional, interactive and critical health literacy among Chinese students. The current findings indicate that increasing self-efficacy, social support and creating supportive environments are important for promoting health literacy in secondary school settings in China.

Development and initial validation of a computer-administered health literacy assessment in Spanish and English: FLIGHT/VIDAS.

PubMed

Ownby, Raymond L; Acevedo, Amarilis; Waldrop-Valverde, Drenna; Jacobs, Robin J; Caballero, Joshua; Davenport, Rosemary; Homs, Ana-Maria; Czaja, Sara J; Loewenstein, David

2013-01-01

Current measures of health literacy have been criticized on a number of grounds, including use of a limited range of content, development on small and atypical patient groups, and poor psychometric characteristics. In this paper, we report the development and preliminary validation of a new computer-administered and -scored health literacy measure addressing these limitations. Items in the measure reflect a wide range of content related to health promotion and maintenance as well as care for diseases. The development process has focused on creating a measure that will be useful in both Spanish and English, while not requiring substantial time for clinician training and individual administration and scoring. The items incorporate several formats, including questions based on brief videos, which allow for the assessment of listening comprehension and the skills related to obtaining information on the Internet. In this paper, we report the interim analyses detailing the initial development and pilot testing of the items (phase 1 of the project) in groups of Spanish and English speakers. We then describe phase 2, which included a second round of testing of the items, in new groups of Spanish and English speakers, and evaluation of the new measure's reliability and validity in relation to other measures. Data are presented that show that four scales (general health literacy, numeracy, conceptual knowledge, and listening comprehension), developed through a process of item and factor analyses, have significant relations to existing measures of health literacy.

Student information literacy: psychometric validation of a self-efficacy report.

PubMed

Brown, Gavin T L

2005-06-01

Psychometric characteristics of the Student Information Literacy Self-efficacy Report based on responses from 498 students ages 9 to 12 years are reported. Students report their self-efficacy (confidence and difficulty) in 11 different phases of being information literate, i.e., developing a topic, planning, self-management, locating sources, selecting sources, retrieving information, analysing information, evaluating information, synthesising knowledge, presenting knowledge, and self-evaluation using a positively packed rating scale. The data were strongly internally consistent (Cronbach alpha=.95) with a test-retest reliability of .78. The 11 phases, factors measured by a matching pair of self-efficacy questions, were confirmed (chi2=529.68; df= 198; RMSEA =.058; TLI=.940). Ratings were correlated low with teachers' ratings and test scores of information literacy skills and moderately correlated with academic self-concept. The test provides unique information about students' self-efficacy for information literacy. Its use in classrooms is warranted.

Quick Assessment of Literacy in Primary Care: The Newest Vital Sign

PubMed Central

Weiss, Barry D.; Mays, Mary Z.; Martz, William; Castro, Kelley Merriam; DeWalt, Darren A.; Pignone, Michael P.; Mockbee, Joy; Hale, Frank A.

2005-01-01

PURPOSE Current health literacy screening instruments for health care settings are either too long for routine use or available only in English. Our objective was to develop a quick and accurate screening test for limited literacy available in English and Spanish. METHODS We administered candidate items for the new instrument and also the Test of Functional Health Literacy in Adults (TOFHLA) to English-speaking and Spanish-speaking primary care patients. We measured internal consistency with Cronbach’s α and assessed criterion validity by measuring correlations with TOFHLA scores. Using TOFLHA scores <75 to define limited literacy, we plotted receiver-operating characteristics (ROC) curves and calculated likelihood ratios for cutoff scores on the new instrument. RESULTS The final instrument, the Newest Vital Sign (NVS), is a nutrition label that is accompanied by 6 questions and requires 3 minutes for administration. It is reliable (Cronbach α >0.76 in English and 0.69 in Spanish) and correlates with the TOFHLA. Area under the ROC curve is 0.88 for English and 0.72 for Spanish versions. Patients with more than 4 correct responses are unlikely to have low literacy, whereas fewer than 4 correct answers indicate the possibility of limited literacy. CONCLUSION NVS is suitable for use as a quick screening test for limited literacy in primary health care settings. PMID:16338915

Health Literacy Screening Instruments for eHealth Applications: A Systematic Review

PubMed Central

Collins, Sarah A.; Currie, Leanne M.; Bakken, Suzanne; Vawdrey, David K.; Stone, Patricia W.

2012-01-01

Objective To systematically review current health literacy (HL) instruments for use in consumer-facing and mobile health information technology screening and evaluation tools. Design The databases, PubMed, OVID, Google Scholar, Cochrane Library and Science Citation Index, were searched for health literacy assessment instruments using the terms “health”, “literacy”, “computer-based,” and “psychometrics”. All instruments identified by this method were critically appraised according to their reported psychometric properties and clinical feasibility. Results Eleven different health literacy instruments were found. Screening questions, such as asking a patient about his/her need for assistance in navigating health information, were evaluated in 7 different studies and are promising for use as a valid, reliable, and feasible computer-based approach to identify patients that struggle with low health literacy. However, there was a lack of consistency in the types of screening questions proposed. There is also a lack of information regarding the psychometric properties of computer-based health literacy instruments. Limitations Only English language health literacy assessment instruments were reviewed and analyzed. Conclusions Current health literacy screening tools demonstrate varying benefits depending on the context of their use. In many cases, it seems that a single screening question may be a reliable, valid, and feasible means for establishing health literacy. A combination of screening questions that assess health literacy and technological literacy may enable tailoring eHealth applications to user needs. Further research should determine the best screening question(s) and the best synthesis of various instruments’ content and methodologies for computer-based health literacy screening and assessment. PMID:22521719

Validity and Reliability of the Brazilian Version of the Rapid Estimate of Adult Literacy in Dentistry--BREALD-30.

PubMed

Junkes, Monica C; Fraiz, Fabian C; Sardenberg, Fernanda; Lee, Jessica Y; Paiva, Saul M; Ferreira, Fernanda M

2015-01-01

The aim of the present study was to translate, perform the cross-cultural adaptation of the Rapid Estimate of Adult Literacy in Dentistry to Brazilian-Portuguese language and test the reliability and validity of this version. After translation and cross-cultural adaptation, interviews were conducted with 258 parents/caregivers of children in treatment at the pediatric dentistry clinics and health units in Curitiba, Brazil. To test the instrument's validity, the scores of Brazilian Rapid Estimate of Adult Literacy in Dentistry (BREALD-30) were compared based on occupation, monthly household income, educational attainment, general literacy, use of dental services and three dental outcomes. The BREALD-30 demonstrated good internal reliability. Cronbach's alpha ranged from 0.88 to 0.89 when words were deleted individually. The analysis of test-retest reliability revealed excellent reproducibility (intraclass correlation coefficient = 0.983 and Kappa coefficient ranging from moderate to nearly perfect). In the bivariate analysis, BREALD-30 scores were significantly correlated with the level of general literacy (rs = 0.593) and income (rs = 0.327) and significantly associated with occupation, educational attainment, use of dental services, self-rated oral health and the respondent's perception regarding his/her child's oral health. However, only the association between the BREALD-30 score and the respondent's perception regarding his/her child's oral health remained significant in the multivariate analysis. The BREALD-30 demonstrated satisfactory psychometric properties and is therefore applicable to adults in Brazil.

Validity and Reliability of the Brazilian Version of the Rapid Estimate of Adult Literacy in Dentistry – BREALD-30

PubMed Central

Junkes, Monica C.; Fraiz, Fabian C.; Sardenberg, Fernanda; Lee, Jessica Y.; Paiva, Saul M.; Ferreira, Fernanda M.

2015-01-01

Objective The aim of the present study was to translate, perform the cross-cultural adaptation of the Rapid Estimate of Adult Literacy in Dentistry to Brazilian-Portuguese language and test the reliability and validity of this version. Methods After translation and cross-cultural adaptation, interviews were conducted with 258 parents/caregivers of children in treatment at the pediatric dentistry clinics and health units in Curitiba, Brazil. To test the instrument's validity, the scores of Brazilian Rapid Estimate of Adult Literacy in Dentistry (BREALD-30) were compared based on occupation, monthly household income, educational attainment, general literacy, use of dental services and three dental outcomes. Results The BREALD-30 demonstrated good internal reliability. Cronbach’s alpha ranged from 0.88 to 0.89 when words were deleted individually. The analysis of test-retest reliability revealed excellent reproducibility (intraclass correlation coefficient = 0.983 and Kappa coefficient ranging from moderate to nearly perfect). In the bivariate analysis, BREALD-30 scores were significantly correlated with the level of general literacy (rs = 0.593) and income (rs = 0.327) and significantly associated with occupation, educational attainment, use of dental services, self-rated oral health and the respondent’s perception regarding his/her child's oral health. However, only the association between the BREALD-30 score and the respondent’s perception regarding his/her child's oral health remained significant in the multivariate analysis. Conclusion The BREALD-30 demonstrated satisfactory psychometric properties and is therefore applicable to adults in Brazil. PMID:26158724

Quality Assurance.

ERIC Educational Resources Information Center

Massachusetts Career Development Inst., Springfield.

This booklet is one of six texts from a workplace literacy curriculum designed to assist learners in facing the increased demands of the workplace. The booklet contains five sections that cover the following topics: (1) importance of reliability; (2) meaning of quality assurance; (3) historical development of quality assurance; (4) statistical…

Development of assessment instruments to measure critical thinking skills

NASA Astrophysics Data System (ADS)

Sumarni, W.; Supardi, K. I.; Widiarti, N.

2018-04-01

Assessment instruments that is commonly used in the school generally have not been orientated on critical thinking skills. The purpose of this research is to develop assessment instruments to measure critical thinking skills, to test validity, reliability, and practicality. This type of research is Research and Development. There are two stages on the preface step, which are field study and literacy study. On the development steps, there some parts, which are 1) instrument construction, 2) expert validity, 3) limited scale tryout and 4) narrow scale try-out. The developed assessment instrument are analysis essay and problem solving. Instruments were declared valid, reliable and practical.

Validation of the instrument of health literacy competencies for Chinese-speaking health professionals.

PubMed

Chang, Li-Chun; Chen, Yu-Chi; Liao, Li-Ling; Wu, Fei Ling; Hsieh, Pei-Lin; Chen, Hsiao-Jung

2017-01-01

The study aimed to illustrate the constructs and test the psychometric properties of an instrument of health literacy competencies (IOHLC) for health professionals. A multi-phase questionnaire development method was used to develop the scale. The categorization of the knowledge and practice domains achieved consensus through a modified Delphi process. To reduce the number of items, the 92-item IOHLC was psychometrically evaluated through internal consistency, Rasch modeling, and two-stage factor analysis. In total, 736 practitioners, including nurses, nurse practitioners, health educators, case managers, and dieticians completed the 92-item IOHLC online from May 2012 to January 2013. The final version of the IOHLC covered 9 knowledge items and 40 skill items containing 9 dimensions, with good model fit, and explaining 72% of total variance. All domains had acceptable internal consistency and discriminant validity. The tool in this study is the first to verify health literacy competencies rigorously. Moreover, through psychometric testing, the 49-item IOHLC demonstrates adequate reliability and validity. The IOHLC may serve as a reference for the theoretical and in-service training of Chinese-speaking individuals' health literacy competencies.

Sociodemographic Characteristics Associated with the Everyday Health Information Literacy of Young Men

ERIC Educational Resources Information Center

Hirvonen, Noora; Ek, Stefan; Niemelä, Raimo; Korpelainen, Raija; Huotari, Maija-Leena

2015-01-01

Introduction: Everyday health information literacy refers to the competencies needed to find relevant information, evaluate its reliability, and use it to make decisions concerning health in everyday life. More evidence is needed of the determinants of health information literacy to better understand how it is acquired and through which mechanisms…

Examining the Measurement Precision and Invariance of the "Revised Get Ready to Read!"

ERIC Educational Resources Information Center

Farrington, Amber L.; Lonigan, Christopher J.

2015-01-01

Children's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the "Revised Get Ready to…

Improving health literacy in community populations: a review of progress.

PubMed

Nutbeam, Don; McGill, Bronwyn; Premkumar, Pav

2017-03-28

Governments around the world have adopted national policies and programs to improve health literacy. This paper examines progress in the development of evidence to support these policies from interventions to improve health literacy among community populations. Our review found only a limited number of studies (n=7) that met the criteria for inclusion, with many more influenced by the concept of health literacy but not using it in the design and evaluation. Those included were diverse in setting, population and intended outcomes. All included educational strategies to develop functional health literacy, and a majority designed to improve interactive or critical health literacy skills. Several papers were excluded because they described a protocol for an intervention, but not results, indicating that our review may be early in a cycle of activity in community intervention research. The review methodology may not have captured all relevant studies, but it provides a clear message that the academic interest and attractive rhetoric surrounding health literacy needs to be tested more systematically through intervention experimentation in a wide range of populations using valid and reliable measurement tools. The distinctive influence of the concept of health literacy on the purpose and methodologies of health education and communication is not reflected in many reported interventions at present. Evidence to support the implementation of national policies and programs, and the intervention tools required by community practitioners are not emerging as quickly as needed. This should be addressed as a matter of priority by research funding agencies. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Iranian Health Literacy Questionnaire (IHLQ): An Instrument for Measuring Health Literacy in Iran

PubMed Central

Haghdoost, Ali Akbar; Rakhshani, Fatemeh; Aarabi, Mohsen; Montazeri, Ali; Tavousi, Mahmoud; Solimanian, Atoosa; Sarbandi, Fatemeh; Namdar, Hosein; Iranpour, Abedin

2015-01-01

Background: Promoting Health Literacy (HL) is considered as an important goal in strategic plans of many countries. In spite of the necessity for access to valid, reliable and native HL instruments, the number of such instruments in the Persian language is scarce. Moreover, there is no good estimation of HL status in Iran. Objectives: The aim of this study was to provide a valid, reliable and native instrument to measure and monitor community HL in Iran and also, to provide an estimation of HL status in two Iranian provinces. Patients and Methods: By applying the multistage cluster sampling, 1080 respondents (540 from each gender) were recruited from Kerman and Mazandaran provinces of Iran, from February to June 2014 to participate in this cross-sectional study. The development of the Iranian Health Literacy Questionnaire (IHLQ) was initiated with a comprehensive review of the literature. Then, face, content and construct validity as well as reliability were determined. Results: Internal consistency and test-retest reliability (ICC) of the factors was in the range of 0.71 to 0.96 and 0.73 to 0.86, respectively. In order to construct validity, Exploratory Factor Analysis (EFA) Kaiser-Meyer-Olkin (KMO) = 0.95 and Bartlett’s test result of 3.017 with P < 0.001) with varimax rotation was used. Optimal reduced solution, including 36 items and seven factors, was found in EFA. Five of the factors identified were reading/comprehension skills, individual empowerment, communication/decision-making skills, social empowerment and health knowledge. Conclusions: It was concluded that IHLQ might be a practical and useful tool for investigating HL for Persian language speakers around the world. Since HL is dynamic and its instruments should be regularly revised, further studies are recommended to assess HL with application of IHLQ to detect its potential imperfections. PMID:26290752

Linguistic adaptation and psychometric evaluation of original Oral Health Literacy-Adult Questionnaire (OHL-AQ).

PubMed

Vyas, Shaleen; Nagarajappa, Sandesh; Dasar, Pralhad L; Mishra, Prashant

2016-10-01

Linguistically adapted oral health literacy tools are helpful to assess oral health literacy among local population with clarity and understandability. The original oral health literacy adult questionnaire, Oral Health Literacy Adult Questionnaire, was given in English (2013), consisting of 17 items under 4 domains. The present study rationalizes to culturally adapt and validate Oral Health Literacy Adult Questionnaire into Hindi language. Thus, we objectified to translate Oral Health Literacy Adult Questionnaire into Hindi and test its psychometric properties like reliability and validity among primary school teachers. The Oral Health Literacy Adult Questionnaire was translated into Oral Health Literacy Adult Questionnaire - Hindi Version using the World Health Organization recommended translation back-translation protocol. During pre-testing, an expert panel assessed content validity of the questionnaire. Face validity was assessed on a small sample of 10 individuals. A cross-sectional study was conducted (June-July 2015) and OHL-AQ-H was administered on a convenient sample of 170 primary school teachers. Internal consistency and test-retest reliability were assessed using Cronbach's alpha and Intra-class correlation coefficient (ICC), respectively, with 2 weeks interval to ascertain adherence to the questionnaire response. Predictive validity was tested by comparing OHL-AQ-H scores with clinical indicators like oral hygiene scores and dental caries scores. The concurrent and discriminant validity was assessed through self-reported oral health and through negative association with sociodemographic variables. The data was analyzed by descriptive tests using chi-square and bivariate logistic regression in SPSS software, version 20 and p<0.05 was considered as the significance level. The mean OHL-AQ-H score was 13.58±2.82. ICC and Cronbach's alpha for Oral Health Literacy Adult Questionnaire - Hindi Version were 0.94 and 0.70, respectively. Comparisons of varying levels of oral health literacy with self-reported oral health established significant concurrent validity (p=0.01). Significant predictive validity was observed between OHL-AQ-H scores and clinical parameters like oral hygiene status (p=0.005) and dentition status (p=0.001). The translated and culturally adapted Oral Health Literacy Adult Questionnaire - Hindi Version indicated good reliability and validity among primary school teachers to assess oral health literacy among Hindi speaking population. Hence, improving OHL levels and implementing education oriented policies can improve the quality of life.

Validation of a combined health literacy and numeracy instrument for patients with type 2 diabetes.

PubMed

Luo, Huabin; Patil, Shivajirao P; Wu, Qiang; Bell, Ronny A; Cummings, Doyle M; Adams, Alyssa D; Hambidge, Bertha; Craven, Kay; Gao, Fei

2018-05-20

This study aimed to validate a new consolidated measure of health literacy and numeracy (health literacy scale [HLS] plus the subjective numeracy scale [SNS]) in patients with type 2 diabetes (T2DM). A convenience sample (N = 102) of patients with T2DM was recruited from an academic family medicine center in the southeastern US between September-December 2017. Participants completed a questionnaire that included the composite HLS/SNS (22 questions) and a commonly used objective measure of health literacy-S-TOFHLA (40 questions). Internal reliability of the HLS/SNS was assessed using Cronbach's alpha. Criterion and construct validity was assessed against the S-TOFHLA. The composite HLS/SNS had good internal reliability (Cronbach's alpha = 0.83). A confirmatory factor analysis revealed there were four factors in the new instrument. Model fit indices showed good model-data fit (RMSEA = 0.08). The Spearman's rank order correlation coefficient between the HLS/SNS and the S-TOFHLA was 0.45 (p < 0.01). Our study suggests that the composite HLS/SNS is a reliable, valid instrument. Published by Elsevier B.V.

An evaluation of pediatric dental patient education materials using contemporary health literacy measures.

PubMed

Kang, Edith; Fields, Henry W; Cornett, Sandy; Beck, F Michael

2005-01-01

The purpose of this study was to determine the appropriateness of nationally available dental information materials according to the suitability assessment of materials (SAM) method. Clinically related, professionally produced patient dental health education materials (N=22) provided by the American Academy of Pediatric Dentistry (AAPD) were evaluated using the SAM method that had previously been judged valid and reliable. A rater was trained by an experienced health literacy evaluator to establish validity. The rater then rated all materials for 5 categories of assessment (content, literacy demand, graphics, layout and typography, and learning stimulation/motivation) and an overall assessment, and repeated 5 materials to establish intrarater reliability. When compared to the experienced rater, the validity was K=0.43. The reliability was established for all ratings as K=0.52. The consistently weakest categories were content, graphics, and learning stimulation, while reading level as part of literacy demand was often not suitable. The overall suitability of the AAPD materials was generally classified as superior. Reliable and valid evaluation of available dental patient information materials can be accomplished. The materials were largely superior. There is great variability within the categories of evaluation. The categories of content, graphics, and learning stimulation require attention and could raise the overall quality of the materials.

Development of the health literacy on social determinants of health questionnaire in Japanese adults.

PubMed

Matsumoto, Masayoshi; Nakayama, Kazuhiro

2017-01-06

Health inequities are increasing worldwide, with mounting evidence showing that the greatest cause of which are social determinants of health. To reduce inequities, a lot of citizens need to be able to access, understand, appraise, and apply information on the social determinants; that is, they need to improve health literacy on social determinants of health. However, only a limited number of scales focus on these considerations; hence, we developed the Health Literacy on Social Determinants of Health Questionnaire (HL-SDHQ) and examined its psychometric properties. We extracted domains of the social determinants of health from "the solid facts" and related articles, operationalizing the following ten domains: "the social gradient," "early life," "social exclusion," "work," "unemployment," "social support," "social capital," "addiction," "food," and "transport," Next, we developed the scale items in the ten extracted domains based on the literature and included four aspects of health literacy (ability to access, understand, appraise, and apply social determinants of health-related information) in the items. We also evaluated the ease of response and content validity. The self-administered questionnaire consisted of 33 items. The reliability and construct validity were verified among 831 Japanese adults in an internet survey. The scale items had high reliability with a Cronbach's alpha of 0.92, and also adequate results were obtained for the internal consistency of the information-processing dimensions (Cronbach's alpha values were 0.82, 0.91, 0.84, and 0.92 for accessing, understanding, appraising, and applying, respectively). The goodness of fit by confirmatory factor analysis based on the four dimensions was an acceptable value (comparative fit index = 0.901; root mean square error of approximation = 0.058). Furthermore, the bivariate relationship between HL-SDHQ and the frequency of participation in citizen's activities was similar to the theoretical results. HL-SDHQ clarifies the relationship between the ten domains of the social determinants of health and health in each domain and is able to measure whether it is possible to access, understand, appraise, and apply related information. The reliability and validity of the scale were adequate.

Bringing the real world to Psychometric Evaluation of Cervical Cancer Literacy Assessments with Black, Latina, and Arab Women in Real World Settings

PubMed Central

Williams, Karen Patricia; Templin, Thomas N.

2013-01-01

Objective This research describes the development and evaluation of a new scale for assessing functional cervical cancer health literacy, the Cervical Cancer Literacy Assessment Tool (C-CLAT). Methods In Phase 1, 35 items in English, Spanish and Arabic, for C-CLAT were generated, taking into account three content domains-Awareness, Knowledge, and Prevention/Control. After content validation, 24 items were retained for psychometric evaluation. In Phase 2, the 24-item C-CLAT was evaluated in three racial/ethnic populations of urban women (N =543). Psychometric methods included item analysis, multifactor Item Response Theory modeling, and concurrent correlations. Results The final C-CLAT consisted of 16 items, with an internal consistency reliability of .72. C-CLAT reliabilities in Black, Latina, and Arab women were .73, .76, and .60, respectively. The rank order correlations of item difficulties across racial/ethnic groups was high (r’s = .97 to .98). The C-CLAT was positively related to educational level, and Arab women scored significantly higher than the Black and Latina participants. Conclusions This study presents a psychometrically sound instrument that measures health literacy related to cervical cancer. Practice Implications The C-CLAT is a tool that can be orally administered by a lay person and used in a community-based health promotion intervention. PMID:24072456

Barriers and Facilitators of Health Literacy among D/deaf Individuals: A Review Article

PubMed Central

NASERIBOORIABADI, Tahereh; SADOUGHI, Farahnaz; SHEIKHTAHERI, Abbas

2017-01-01

Background: The implication of health literacy is the ability of individuals to find, understand, and use their required health information from reliable sources. It is an indicator of the individuals’ participation in their own medical decision-making. Deaf individuals have limited health literacy and poor health status due to low literacy. Hence, this review was conducted to understand barriers and facilitators influencing health literacy among deaf community. Methods: We searched the ISI Web of Sciences, Scopus, and Medline from 1987 to 2016. Seventy-three papers were analyzed thematically. Results: We found three primary themes, including inadequate health literacy, barriers, and facilitators to accessing health information and health care services among deaf individuals. Facilitators were composed of four sub-theme including legal activities protecting the right of deaf patients to accessing health services, training health professionals about effective communication with deaf patients, providing sign language interpreter services, and developing deaf-tailored educational health programs and materials. Conclusion: Closing the deaf cultural gap and their limited access to health information are achievable through the removal of the communication barriers, allowing deaf individuals with more access to health learning opportunities, and informing the hearing community about the communicative skills of deaf individuals. PMID:29167764

Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

ERIC Educational Resources Information Center

Binder, Katherine S.; Snyder, Melissa A.; Ardoin, Scott P.; Morris, Robin K.

2011-01-01

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…

Identifying and Understanding Valid Sustainability Information: The Crossroads of Evidence-Based Practice, Science Literacy, and Information Literacy

ERIC Educational Resources Information Center

Hare, Richard Gabriel; Jo, Jihoon; Moreton, Elizabeth; Stamm, Andrew; Winter, Danielle

2011-01-01

Obtaining reliable information is essential to forming a balanced understanding of the scope and complexity of environmental sustainability, and it is essential for effective participation, decision-making, and research in sustainability-related activities. While the ACRL Standards for Information Literacy (2000) are a good guiding principle for…

Assessment of health literacy and numeracy among Spanish-Speaking parents of young children: validation of the Spanish Parental Health Literacy Activities Test (PHLAT Spanish).

PubMed

Yin, H Shonna; Sanders, Lee M; Rothman, Russell L; Mendelsohn, Alan L; Dreyer, Benard P; White, Richard O; Finkle, Joanne P; Prendes, Stefania; Perrin, Eliana M

2012-01-01

To assess the health literacy and numeracy skills of Spanish-speaking parents of young children and to validate a new Spanish language health literacy assessment for parents, the Spanish Parental Health Literacy Activities Test (PHLAT Spanish). Cross-sectional study of Spanish-speaking caregivers of young children (<30 months) enrolled at primary care clinics in 4 academic medical centers. Caregivers were administered the 10-item PHLAT in addition to validated tests of health literacy (S-TOFHLA) and numeracy (WRAT-3 Arithmetic). Psychometric analysis was used to examine item characteristics of the PHLAT-10 Spanish, to assess its correlation with sociodemographics and performance on literacy/numeracy assessments, and to generate a shorter 8-item scale (PHLAT-8). Of 176 caregivers, 77% had adequate health literacy (S-TOFHLA), whereas only 0.6% had 9th grade or greater numeracy skills. Mean PHLAT-10 score was 41.6% (SD 21.1). Fewer than one-half (45.5%) were able to read a liquid antibiotic prescription label and demonstrate how much medication to administer within an oral syringe. Less than one-third (31.8%) were able to interpret a food label to determine whether it met WIC (Special supplemental nutrition program for Women, Infants, and Children) guidelines. Greater PHLAT-10 score was associated with greater years of education (r = 0.49), S-TOFHLA (r = 0.53), and WRAT-3 (r = 0.55) scores (P < .001). Internal reliability was good (Kuder-Richardson coefficient of reliability; KR-20 = 0.61). An 8-item scale was highly correlated with the full 10-item scale (r = 0.97, P < .001), with comparable internal reliability (KR-20 = 0.64). Many Spanish-speaking parents have difficulty performing health-related literacy and numeracy tasks. The Spanish PHLAT demonstrates good psychometric characteristics and may be useful for identifying parents who would benefit from receiving low-literacy child health information. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Loneliness Literacy Scale: Development and Evaluation of an Early Indicator for Loneliness Prevention.

PubMed

Honigh-de Vlaming, Rianne; Haveman-Nies, Annemien; Bos-Oude Groeniger, Inge; Hooft van Huysduynen, Eveline J C; de Groot, Lisette C P G M; Van't Veer, Pieter

2014-01-01

To develop and evaluate the Loneliness Literacy Scale for the assessment of short-term outcomes of a loneliness prevention programme among Dutch elderly persons. Scale development was based on evidence from literature and experiences from local stakeholders and representatives of the target group. The scale was pre-tested among 303 elderly persons aged 65 years and over. Principal component analysis and internal consistency analysis were used to affirm the scale structure, reduce the number of items and assess the reliability of the constructs. Linear regression analysis was conducted to evaluate the association between the literacy constructs and loneliness. The four constructs "motivation", "self-efficacy", "perceived social support" and "subjective norm" derived from principal component analysis captured 56 % of the original variance. Cronbach's coefficient α was above 0.7 for each construct. The constructs "self-efficacy" and "perceived social support" were positively and "subjective norm" was negatively associated with loneliness. To our knowledge this is the first study developing a short-term indicator for loneliness prevention. The indicator contributes to the need of evaluating public health interventions more close to the intervention activities.

Development of the Digital Health Literacy Instrument: Measuring a Broad Spectrum of Health 1.0 and Health 2.0 Skills.

PubMed

van der Vaart, Rosalie; Drossaert, Constance

2017-01-24

With the digitization of health care and the wide availability of Web-based applications, a broad set of skills is essential to properly use such facilities; these skills are called digital health literacy or eHealth literacy. Current instruments to measure digital health literacy focus only on information gathering (Health 1.0 skills) and do not pay attention to interactivity on the Web (Health 2.0). To measure the complete spectrum of Health 1.0 and Health 2.0 skills, including actual competencies, we developed a new instrument. The Digital Health Literacy Instrument (DHLI) measures operational skills, navigation skills, information searching, evaluating reliability, determining relevance, adding self-generated content, and protecting privacy. Our objective was to study the distributional properties, reliability, content validity, and construct validity of the DHLI's self-report scale (21 items) and to explore the feasibility of an additional set of performance-based items (7 items). We used a paper-and-pencil survey among a sample of the general Dutch population, stratified by age, sex, and educational level (T1; N=200). The survey consisted of the DHLI, sociodemographics, Internet use, health status, health literacy and the eHealth Literacy Scale (eHEALS). After 2 weeks, we asked participants to complete the DHLI again (T2; n=67). Cronbach alpha and intraclass correlation analysis between T1 and T2 were used to investigate reliability. Principal component analysis was performed to determine content validity. Correlation analyses were used to determine the construct validity. Respondents (107 female and 93 male) ranged in age from 18 to 84 years (mean 46.4, SD 19.0); 23.0% (46/200) had a lower educational level. Internal consistencies of the total scale (alpha=.87) and the subscales (alpha range .70-.89) were satisfactory, except for protecting privacy (alpha=.57). Distributional properties showed an approximately normal distribution. Test-retest analysis was satisfactory overall (total scale intraclass correlation coefficient=.77; subscale intraclass correlation coefficient range .49-.81). The performance-based items did not together form a single construct (alpha=.47) and should be interpreted individually. Results showed that more complex skills were reflected in a lower number of correct responses. Principal component analysis confirmed the theoretical structure of the self-report scale (76% explained variance). Correlations were as expected, showing significant relations with age (ρ=-.41, P<.001), education (ρ=.14, P=.047), Internet use (ρ=.39, P<.001), health-related Internet use (ρ=.27, P<.001), health status (ρ range .17-.27, P<.001), health literacy (ρ=.31, P<.001), and the eHEALS (ρ=.51, P<.001). This instrument can be accepted as a new self-report measure to assess digital health literacy, using multiple subscales. Its performance-based items provide an indication of actual skills but should be studied and adapted further. Future research should examine the acceptability of this instrument in other languages and among different populations. ©Rosalie van der Vaart, Constance Drossaert. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 24.01.2017.

Development of the Digital Health Literacy Instrument: Measuring a Broad Spectrum of Health 1.0 and Health 2.0 Skills

PubMed Central

van der Vaart, Rosalie

2017-01-01

Background With the digitization of health care and the wide availability of Web-based applications, a broad set of skills is essential to properly use such facilities; these skills are called digital health literacy or eHealth literacy. Current instruments to measure digital health literacy focus only on information gathering (Health 1.0 skills) and do not pay attention to interactivity on the Web (Health 2.0). To measure the complete spectrum of Health 1.0 and Health 2.0 skills, including actual competencies, we developed a new instrument. The Digital Health Literacy Instrument (DHLI) measures operational skills, navigation skills, information searching, evaluating reliability, determining relevance, adding self-generated content, and protecting privacy. Objective Our objective was to study the distributional properties, reliability, content validity, and construct validity of the DHLI’s self-report scale (21 items) and to explore the feasibility of an additional set of performance-based items (7 items). Methods We used a paper-and-pencil survey among a sample of the general Dutch population, stratified by age, sex, and educational level (T1; N=200). The survey consisted of the DHLI, sociodemographics, Internet use, health status, health literacy and the eHealth Literacy Scale (eHEALS). After 2 weeks, we asked participants to complete the DHLI again (T2; n=67). Cronbach alpha and intraclass correlation analysis between T1 and T2 were used to investigate reliability. Principal component analysis was performed to determine content validity. Correlation analyses were used to determine the construct validity. Results Respondents (107 female and 93 male) ranged in age from 18 to 84 years (mean 46.4, SD 19.0); 23.0% (46/200) had a lower educational level. Internal consistencies of the total scale (alpha=.87) and the subscales (alpha range .70-.89) were satisfactory, except for protecting privacy (alpha=.57). Distributional properties showed an approximately normal distribution. Test-retest analysis was satisfactory overall (total scale intraclass correlation coefficient=.77; subscale intraclass correlation coefficient range .49-.81). The performance-based items did not together form a single construct (alpha=.47) and should be interpreted individually. Results showed that more complex skills were reflected in a lower number of correct responses. Principal component analysis confirmed the theoretical structure of the self-report scale (76% explained variance). Correlations were as expected, showing significant relations with age (ρ=–.41, P<.001), education (ρ=.14, P=.047), Internet use (ρ=.39, P<.001), health-related Internet use (ρ=.27, P<.001), health status (ρ range .17-.27, P<.001), health literacy (ρ=.31, P<.001), and the eHEALS (ρ=.51, P<.001). Conclusions This instrument can be accepted as a new self-report measure to assess digital health literacy, using multiple subscales. Its performance-based items provide an indication of actual skills but should be studied and adapted further. Future research should examine the acceptability of this instrument in other languages and among different populations. PMID:28119275

Evaluation of a Russian version of the oral health literacy instrument (OHLI).

PubMed

Blizniuk, Anastasiya; Ueno, Masayuki; Furukawa, Sayaka; Kawaguchi, Yoko

2014-11-27

Oral health literacy has become a popular research area in the last decade; however, to date no health literacy instruments in the Russian language exist. The objectives of this study were to develop a Russian version of the Oral Health Literacy Instrument (OHLI) and to examine its reliability and validity. A convenience sample of patients who visited the dental division of the district hospital in Belarus was used in the study. The OHLI, created originally in English, was modified to adapt it to characteristics of routine dental services in Belarus and then translated into Russian, followed by back-translation. Participants completed a self-administered socio-demographic questionnaire, an oral health knowledge test and the Russian version of the OHLI (R-OHLI). Bivariate and multivariate statistical analyses, including multiple regression modeling, were performed to examine reliability and validity of the R-OHLI. Participants were 281 adult patients aged from 18 to 60 years, with a mean age of 33.1 ± 12.2; 64.1% of them were women. Cronbach's alpha values for the two sections (reading comprehension and numeracy) and the total R-OHLI were 0.853, 0.815 and 0.895, respectively. The mean total R-OHLI score was 77.2 ± 14.5; the mean reading comprehension and numeracy scores were 39.5 ± 7.5 and 37.8 ± 8.8, respectively. The R-OHLI was significantly correlated to the oral health knowledge test. Pearson's correlation coefficients between the oral health knowledge test and the reading comprehension, numeracy and total R-OHLI were 0.401, 0.258, and 0.363, respectively (p < 0.001). Women, participants with a university degree, and those who visited a dentist at least once a year had significantly (p < 0.05) higher mean scores for each section (reading comprehension, numeracy) and for total R-OHLI compared to their counterparts. The R-OHLI showed good internal consistency and test-retest reliability. It was significantly associated with the oral health knowledge test, socio-demographic and behavioral factors. Therefore, the R-OHLI was proved to be a reliable and valid oral health literacy instrument for Russian-speaking people.

Literacy Independent Cognitive Assessment: Assessing Mild Cognitive Impairment in Older Adults with Low Literacy Skills

PubMed Central

Shim, YongSoo; Ryu, Hui Jin; Lee, Dong Woo; Lee, Jun-Young; Jeong, Jee Hyang; Choi, Seong Hye; Han, Seol-Heui

2015-01-01

Objective Comprehensive neuropsychological tests are important in the diagnosis and follow-up of patients with MCI; however, most were developed without consideration of illiteracy. We developed the Literacy Independent Cognitive Assessment (LICA) as a comprehensive neuropsychological assessment battery applicable to older adults who are either literate or illiterate. This study aimed to assess the reliability and validity of the LICA for diagnosis of MCI. Methods Normal controls (n=634) and patients with MCI (n=128) were recruited from 13 centers were included in this study. Participants were divided into illiterate or literate groups, based on their performance on a brief reading and writing test. The LICA, Korean Mini-Mental State Examination (K-MMSE), and Seoul Neuropsychological Screening Battery (SNSB) were administered. Results Total LICA scores distinguished MCI patients from controls (p<0.001). They were closely and positively correlated to the K-MMSE scores (r=0.632, p<0.001) but negatively correlated to clinical dementia rating (CDR) (r=-0.358, p<0.001) and CDR sum of boxes (r=-0.339, p<0.001). Area under the receiver operating characteristic curve for patients with MCI by total LICA score was 0.827 (0.783-0.870), superior to that presented by the K-MMSE. For the classification of MCI subtypes, inter-method reliability of LICA with the SNSB was good (κ 0.773; 0.679-0.867, p<0.001). Conclusion The results of this study show that the LICA may be reliably used to distinguish MCI patients from cognitively intact adults, to identify MCI subtypes and monitor progression toward dementia, regardless of illiteracy. PMID:26207127

Cultural adaptation and validation of the Health Literacy Questionnaire (HLQ): robust nine-dimension Danish language confirmatory factor model.

PubMed

Maindal, Helle Terkildsen; Kayser, Lars; Norgaard, Ole; Bo, Anne; Elsworth, Gerald R; Osborne, Richard H

2016-01-01

Health literacy is an important construct in population health and healthcare requiring rigorous measurement. The Health Literacy Questionnaire (HLQ), with nine scales, measures a broad perception of health literacy. This study aimed to adapt the HLQ to the Danish setting, and to examine the factor structure, homogeneity, reliability and discriminant validity. The HLQ was adapted using forward-backward translation, consensus conference and cognitive interviews (n = 15). Psychometric properties were examined based on data collected by face-to-face interview (n = 481). Tests included difficulty level, composite scale reliability and confirmatory factor analysis (CFA). Cognitive testing revealed that only minor re-wording was required. The easiest scale to respond to positively was 'Social support for health', and the hardest were 'Navigating the healthcare system' and 'Appraisal of health information'. CFA of the individual scales showed acceptably high loadings (range 0.49-0.93). CFA fit statistics after including correlated residuals were good for seven scales, acceptable for one. Composite reliability and Cronbach's α were >0.8 for all but one scale. A nine-factor CFA model was fitted to items with no cross-loadings or correlated residuals allowed. Given this restricted model, the fit was satisfactory. The HLQ appears robust for its intended application of assessing health literacy in a range of settings. Further work is required to demonstrate sensitivity to measure changes.

The Attenuation of Correlation Coefficients: A Statistical Literacy Issue

ERIC Educational Resources Information Center

Trafimow, David

2016-01-01

Much of the science reported in the media depends on correlation coefficients. But the size of correlation coefficients depends, in part, on the reliability with which the correlated variables are measured. Understanding this is a statistical literacy issue.

Development and validation of a Spanish diabetes-specific numeracy measure: DNT-15 Latino.

PubMed

White, Richard O; Osborn, Chandra Y; Gebretsadik, Tebeb; Kripalani, Sunil; Rothman, Russell L

2011-09-01

Although deficits in health literacy and numeracy have been described among Latinos, the impact of low numeracy on diabetes outcomes has not been studied. Study objectives were (1) to establish the reliability and validity of a 15-item Spanish, diabetes-specific numeracy measure (Diabetes Numeracy Test [DNT]-15 Latino) and (2) to examine the relationship between diabetes-specific numeracy and diabetes-related outcomes among a sample of Latino adults with diabetes. Data collection included patient demographics, health literacy, general numeracy, diabetes-specific numeracy, acculturation, self-efficacy, self-care behaviors, and most recent glycosylated hemoglobin (HbA1c). Participants (n=144) were on average 47.8 years old (SD=12.1). The majority were female (62%), uninsured (81%), and of Mexican nationality (78%) and reported low levels of acculturation (96%). The DNT-15 Latino had high internal reliability (Kruder-Richardson 20=0.78). The DNT-15 Latino demonstrated construct validity, correlating with measures of health literacy (ρ=0.291), general numeracy (ρ=0.500), education (ρ=0.361), and income (ρ=0.270) (P<0.001 for each). The DNT-15 Latino was significantly associated with acculturation but unrelated to self-efficacy, self-care behaviors, insulin use, and HbA1c. The DNT-15 Latino is a reliable and valid measure of diabetes-specific numeracy for Latino patients with diabetes; however, additional studies are needed to further explore the association between diabetes-specific numeracy and acculturation and their impact on diabetes-related outcomes for Latinos.

Assessing the impact participation in science journalism activities has on scientific literacy among high school students

NASA Astrophysics Data System (ADS)

Farrar, Cathy

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested unproductive information seeking strategies. However, similar to the experts, novices made references to both scientific and societal contexts. The expert/novice comparison provides a rough description of a developmental continuum of scientific literacy. The findings of this study including student results and Generalized Linear Mixed Modeling suggest that the incorporation of science journalism activities focused on STEM issues can improve student scientific literacy. Incorporation of a wide variety of strategies raised scores on the SLA. Teachers who included a writing and revision process that prioritized content had significantly larger gains in student scores. Future studies could broaden the description of high school student scientific literacy and measured by the SLA and provide alternative pathways for developing scientific literacy as envisioned by SciJourn and the NRC Frameworks.

Reliability and validity of Arabic Rapid Estimate of Adult Literacy in Dentistry (AREALD-30) in Saudi Arabia.

PubMed

Tadakamadla, Santosh Kumar; Quadri, Mir Faeq Ali; Pakpour, Amir H; Zailai, Abdulaziz M; Sayed, Mohammed E; Mashyakhy, Mohammed; Inamdar, Aadil S; Tadakamadla, Jyothi

2014-09-29

To evaluate the reliability and validity of Arabic Rapid Estimate of Adult Literacy in Dentistry (AREALD-30) in Saudi Arabia. A convenience sample of 200 subjects was approached, of which 177 agreed to participate giving a response rate of 88.5%. Rapid Estimate of Adult Literacy in Dentistry (REALD-99), was translated into Arabic to prepare the longer and shorter versions of Arabic Rapid Estimate of Adult Literacy in Dentistry (AREALD-99 and AREALD-30). Each participant was provided with AREALD-99 which also includes words from AREALD-30. A questionnaire containing socio-behavioral information and Arabic Oral Health Impact Profile (A-OHIP-14) was also administered. Reliability of the AREALD-30 was assessed by re-administering it to 20 subjects after two weeks. Convergent and predictive validity of AREALD-30 was evaluated by its correlations with AREALD-99 and self-perceived oral health status, dental visiting habits and A-OHIP-14 respectively. Discriminant validity was assessed in relation to the educational level while construct validity was evaluated by confirmatory factor analysis (CFA). Reliability of AREALD-30 was excellent with intraclass correlation coefficient of 0.99. It exhibited good convergent and discriminant validity but poor predictive validity. CFA showed presence of two factors and infit mean-square statistics for AREALD-30 were all within the desired range of 0.50 - 2.0 in Rasch analysis. AREALD-30 showed excellent reliability, good convergent and concurrent validity, but failed to predict the differences between the subjects categorized based on their oral health outcomes.

High School Research and Critical Literacy: Social Studies with and Despite Wikipedia

ERIC Educational Resources Information Center

Harouni, Houman

2009-01-01

Drawing on experiences in his social studies classroom, Houman Harouni evaluates both the challenges and possibilities of helping high school students develop critical research skills. The author describes how he used Wikipedia to design classroom activities that address issues of authorship, neutrality, and reliability in information gathering.…

A MedlinePlus® Kiosk Promoting Health Literacy

PubMed Central

TEOLIS, MARILYN G.

2010-01-01

As an ongoing community outreach project, a pictorial touch-screen kiosk and Web site was developed for 48 MedlinePlus® tutorials. This learning experience serves Davidson County, Tennessee’s uninsured patients at the University of Tennessee/Baptist Hospital’s Internal Medicine Clinic. The availability of a health information kiosk at the University of Tennessee/Baptist Hospital primary care clinic significantly increases health literacy for patients by providing reliable, physician-recommended information in an appropriate format—information these patients did not previously find readily available. Participants report they have a greater understanding of their health issues, and the project is introducing hundreds of patients to MedlinePlus. PMID:20808715

Measuring the Quantity and Quality of Instructional Interactions for Middle School Literacy Improvement

ERIC Educational Resources Information Center

Carlson, Sarah E.; Nelson-Walker, Nancy J.; Kennedy, Patrick C.; Biancarosa, Gina; Turtura, Jessica; Crone, Deanne A.; Baker, Scott K.; Fien, Hank; Cohen, Jason

2013-01-01

As education policy in the U.S. focuses increasingly on the quality of classroom instruction, there is a growing need to identify valid constructs and develop reliable tools that measure student opportunities to learn academic knowledge and skills. The purpose of this study is to examine the relative contributions of two different classroom…

Giving Guidance When You Don't Have the Resources of a Swiss Bank: Answering Everyday Questions That Deal with Financial Literacy

ERIC Educational Resources Information Center

Kraus, Peter L.

2015-01-01

Financial literacy is the ability to understand how money works in a person's day-to-day life: how someone earns money, manages it, invests it, and donates it to help others. As librarians, we must realize that when patrons come to us for guidance in the area of financial literacy, they are trusting us to provide not only reliable information for…

Recognizing pharmaceutical illiteracy in community pharmacy: Agreement between a practice-based interview guide and questionnaire based assessment.

PubMed

Koster, Ellen S; Philbert, Daphne; van Dijk, Liset; Rademakers, Jany; de Smet, Peter A G M; Bouvy, Marcel L; Vervloet, Marcia

2018-02-02

Patients with limited pharmaceutical literacy are at increased risk of drug-related problems. Recognizing these patients in daily practice is difficult. The Recognition and Addressing of Limited Pharmaceutical Literacy (RALPH) interview guide was developed as practical set of questions to recognize patients with limited pharmaceutical literacy in daily pharmacy practice. To compare agreement between pharmaceutical literacy measured with the RALPH guide and a validated general health literacy questionnaire. In addition, we provide insight into patients' pharmaceutical literacy using the RALPH interview guide. Structured face-to-face interviews with patients who visited a community pharmacy to fill a prescription for themselves were conducted. The interview included the RALPH guide as well as the Functional Communicative Critical Health Literacy (FCCHL) questionnaire to measure general health literacy. Functional, communicative and critical skills were measured and agreement between two methods was calculated. Data were collected from 508 patients. Patients with limited pharmaceutical literacy, indicated by the RALPH questions, also had a lower general health literacy level according to FCCHL scores. Agreement between the RALPH guide and FCCHL questionnaire was moderate (∼60%) for the three health literacy domains. Most patients (>90%) had correct understanding of frequency and timing of medication use, but 25% did not understand warnings or precautions correctly. Finding understandable information (39%), assessing information applicability (50%) and reliability (64%) were mentioned as difficult by patients. Patients experienced difficulties with more complex skills, e.g. interpretation of warnings or precautions when using a medicine, finding and analyzing medication information. Whereas the FCCHL questionnaire is useful to assess general health literacy, the RALPH interview guide provides insight in the level of skills needed for good medication use and is more suitable for use in a medication specific context such as community pharmacy. Context specific assessment of skills is important to provide tailored pharmaceutical care. Copyright © 2018 Elsevier Inc. All rights reserved.

Health Literacy in Adolescents and Young Adults: Perspectives from Australian Cancer Survivors.

PubMed

Lin, Merry; Sansom-Daly, Ursula M; Wakefield, Claire E; McGill, Brittany C; Cohn, Richard J

2017-03-01

Health literacy is a critical determinant of health and an emerging public health concern. Little is known about the health literacy of adolescents and young adults (AYAs) or about the ability of young patients to communicate health needs and critically evaluate information. We used qualitative methods to investigate the three aspects of health literacy (functional, communicative, and critical) in Australian AYA cancer survivors. Forty Australian AYA cancer survivors, aged 15-29 either at diagnosis or recruitment, participated in semistructured interviews. Participants were asked about sources of information and ability to understand information, communicate questions, and critically evaluate the validity, reliability, and relevancy of information to their situation. Self-reported adherence levels and advice for AYA-specific care was also obtained. Interviews were coded and analyzed for emergent themes using QSR NVivo 10. Almost all AYAs named their doctor as the primary source of information. Most AYAs reported no difficulties with understanding, communicating, or assessing relevancy of information. Conversely, few AYAs reported confidence in assessment of validity and reliability of information. The doctor-patient relationship appeared to be an influential factor in all aspects of health literacy. AYAs frequently reported having a good understanding and communication around health information; however, few AYAs described engaging in critical evaluations of this information. The potential impact of the doctor-patient relationship across several domains of health literacy suggests that more focus could be placed on promoting health literacy at physician, community, and societal levels, in addition to promoting individual skills.

Relationships of health literacy, health behavior, and health status regarding infectious respiratory diseases: application of a skill-based measure.

PubMed

Sun, Xinying; Yang, Shuaishuai; Fisher, Edwin B; Shi, Yuhui; Wang, Yanling; Zeng, Qingqi; Ji, Ying; Chang, Chun; Du, Weijing

2014-01-01

This study aimed to explain the relationships among health literacy, health behavior, and health status, using a newly developed skills-based measure of health literacy regarding respiratory infectious diseases. This instrument was designed to measure individuals' reading, understanding, and calculating ability, as well as their oral communication and Internet-based information-seeking abilities. A pilot survey was conducted with 489 residents in Beijing, China, to test the reliability and validity of the new measure. Next, a larger study with 3,222 residents in three cities with multistage stratified cluster sampling was implemented to validate a latent variable model (goodness of fit index=0.918, root mean square residual=0.076). In this model higher educational attainment (β=0.356) and more health knowledge (β=0.306) were positively and directly associated with greater health literacy skill, while age was negatively associated with it (β=-0.341). Age (β=0.201) and health knowledge (β=0.246) had positive and direct relationship with health behavior, which was, in turn, positively associated with health status (β=0.209). The results illustrate the complex relationships among these constructs and should be considered when developing respiratory intervention strategies to promote health behavior and health status.

Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia

PubMed Central

Law, Jeremy M.; Vandermosten, Maaike; Ghesquière, Pol; Wouters, Jan

2017-01-01

Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired. Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed. Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments. Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia. PMID:28223953

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards.

PubMed

Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). The results showed that the students' information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second standard), ethics and legal use of information (the third standard), effective use of information (the fourth standard), critically evaluate information and its sources (the fifth standard). This study showed that the training was effective on enhancing students' information literacy skills as the greatest impact was on increasing the ability to access information. Due to low mean score information literacy in the context of object recognition, there is a need for more training in this area.

Assessing Environmental Literacy of Pre-Vocational Education Teachers in Jordan

ERIC Educational Resources Information Center

Al-Dajeh, Hesham I.

2012-01-01

This study assesses the environmental literacy (knowledge, attitudes, and concerns) of pre-vocational education teachers. A total of 124 teachers participated in the study. Data was collected through a closed ended questionnaire. Questionnaire validity was established by content and a Cranach's alpha coefficient used to determine reliability. The…

Learning about Teachers' Literacy Instruction from Classroom Observations

ERIC Educational Resources Information Center

Kelcey, Ben; Carlisle, Joanne F.

2013-01-01

The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers' uses of instructional actions (e.g.,…

A Psychometric Analysis of the Italian Version of the eHealth Literacy Scale Using Item Response and Classical Test Theory Methods

PubMed Central

Dima, Alexandra Lelia; Schulz, Peter Johannes

2017-01-01

Background The eHealth Literacy Scale (eHEALS) is a tool to assess consumers’ comfort and skills in using information technologies for health. Although evidence exists of reliability and construct validity of the scale, less agreement exists on structural validity. Objective The aim of this study was to validate the Italian version of the eHealth Literacy Scale (I-eHEALS) in a community sample with a focus on its structural validity, by applying psychometric techniques that account for item difficulty. Methods Two Web-based surveys were conducted among a total of 296 people living in the Italian-speaking region of Switzerland (Ticino). After examining the latent variables underlying the observed variables of the Italian scale via principal component analysis (PCA), fit indices for two alternative models were calculated using confirmatory factor analysis (CFA). The scale structure was examined via parametric and nonparametric item response theory (IRT) analyses accounting for differences between items regarding the proportion of answers indicating high ability. Convergent validity was assessed by correlations with theoretically related constructs. Results CFA showed a suboptimal model fit for both models. IRT analyses confirmed all items measure a single dimension as intended. Reliability and construct validity of the final scale were also confirmed. The contrasting results of factor analysis (FA) and IRT analyses highlight the importance of considering differences in item difficulty when examining health literacy scales. Conclusions The findings support the reliability and validity of the translated scale and its use for assessing Italian-speaking consumers’ eHealth literacy. PMID:28400356

Evaluating Changes in Climate Literacy among Middle and High School Students who Participate in Climate Change Education Modules

NASA Astrophysics Data System (ADS)

DeWaters, J.; Powers, S.; Dhaniyala, S.; Small, M.

2012-12-01

Middle school (MS) and high school (HS) teachers have developed and taught instructional modules that were created through their participation in Clarkson University's NASA-funded Project-Based Global Climate Change Education project. A quantitative survey was developed to help evaluate the project's impact on students' climate literacy, which includes content knowledge as well as affective and behavioral attributes. Content objectives were guided primarily by the 2009 document, Climate Literacy: The Essential Principles of Climate Sciences. The survey was developed according to established psychometric principles and methodologies in the sociological and educational sciences which involved developing and evaluating a pool of survey items, adapted primarily from existing climate surveys and questionnaires; preparing, administering, and evaluating two rounds of pilot tests; and preparing a final instrument with revisions informed by both pilot assessments. The resulting survey contains three separate subscales: cognitive, affective, and behavioral, with five self-efficacy items embedded within the affective subscale. Cognitive items use a multiple choice format with one correct response; non-cognitive items use a 5-point Likert-type scale with options generally ranging from "strongly agree" to "strongly disagree" (affective), or "almost always" to "hardly ever" (behavioral). Three versions of the survey were developed and administered using an on-line Zoomerang™ platform to college students/adults; HS students; and MS students, respectively. Instrument validity was supported by using items drawn from existing surveys, by reviewing/applying prior research in climate literacy, and through comparative age-group analysis. The internal consistency reliability of each subscale, as measured by Cronbach's alpha, ranges from 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfying generally accepted criteria for internal reliability of educational surveys. MS and HS students completed the on-line survey prior to and at least 3 weeks following participation in one of the newly developed project-based climate change modules. Surveys were completed anonymously. In all, 9 HS and 3 MS teachers successfully completed the educational programming and assessment protocol in AY2012, yielding 200 HS and 227 MS matched pre/post climate literacy surveys. Both groups of students demonstrated significant gains in climate-related content knowledge (p<<0.001) and affect (p<0.01). MS students also experienced significant gains in their climate-related self-efficacy (p=0.03), with no significant change in self-efficacy for HS students and no change in either group on the behavioral subscale. Post-scores were remarkably similar for the two groups of students; reported as percent of maximum attainable score for HS/MS students: 59%/58%, knowledge; 65%/64%, affect; 71%/72%, self-efficacy, and 63%/62%, behavior. The presentation will include a description of the development and content of the climate literacy survey used in this research, as well the interpretation of specific pre/post changes in participating MS and HS students relative to the content of and approach used in the project-based modules.

Auditory Processing in Noise: A Preschool Biomarker for Literacy.

PubMed

White-Schwoch, Travis; Woodruff Carr, Kali; Thompson, Elaine C; Anderson, Samira; Nicol, Trent; Bradlow, Ann R; Zecker, Steven G; Kraus, Nina

2015-07-01

Learning to read is a fundamental developmental milestone, and achieving reading competency has lifelong consequences. Although literacy development proceeds smoothly for many children, a subset struggle with this learning process, creating a need to identify reliable biomarkers of a child's future literacy that could facilitate early diagnosis and access to crucial early interventions. Neural markers of reading skills have been identified in school-aged children and adults; many pertain to the precision of information processing in noise, but it is unknown whether these markers are present in pre-reading children. Here, in a series of experiments in 112 children (ages 3-14 y), we show brain-behavior relationships between the integrity of the neural coding of speech in noise and phonology. We harness these findings into a predictive model of preliteracy, revealing that a 30-min neurophysiological assessment predicts performance on multiple pre-reading tests and, one year later, predicts preschoolers' performance across multiple domains of emergent literacy. This same neural coding model predicts literacy and diagnosis of a learning disability in school-aged children. These findings offer new insight into the biological constraints on preliteracy during early childhood, suggesting that neural processing of consonants in noise is fundamental for language and reading development. Pragmatically, these findings open doors to early identification of children at risk for language learning problems; this early identification may in turn facilitate access to early interventions that could prevent a life spent struggling to read.

Adult Literacy Information and Evaluation System (ALIES): Background, Status and Future Directions.

ERIC Educational Resources Information Center

Cook, Jacqueline; And Others

This document describes the Adult Literacy Information and Evaluation System (ALIES), which is the management information system for New York City's citywide adult education program expansion effort begun in 1984. Chapter 1 describes the organization's creation in order to provide timely and reliable information to funders about the effects of the…

Measuring Health Literacy in Individuals with Diabetes: A Systematic Review and Evaluation of Available Measures

ERIC Educational Resources Information Center

Al Sayah, Fatima; Williams, Beverly; Johnson, Jeffrey A.

2013-01-01

Objective: To identify instruments used to measure health literacy and numeracy in people with diabetes; evaluate their use, measurement scope, and properties; discuss their strengths and weaknesses; and propose the most useful, reliable, and applicable measure for use in research and practice settings. Methods" A systematic literature review…

Development and validation of the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen): a tool to screen adolescents for below-grade reading in health care settings.

PubMed

Davis, Terry C; Wolf, Michael S; Arnold, Connie L; Byrd, Robert S; Long, Sandra W; Springer, Thomas; Kennen, Estela; Bocchini, Joseph A

2006-12-01

The magnitude and consequences of low literacy in adolescent health and health care are unknown. The purpose of this study was to validate the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen), a word-recognition test in English that can be used as a brief literacy-screening tool in health care settings. A total of 1533 adolescents aged 10 to 19 years attending 1 of 5 middle schools, 3 high schools, 1 pediatric clinic, or 2 summer programs in Louisiana and North Carolina participated in face-to-face interviews. Demographic information was solicited, and participants were administered a battery of reading tests, including the REALM-Teen, Wide Range Achievement Test-Revised (WRAT-3), and Slosson Oral Reading Test-Revised (SORT-R). Internal consistency for the REALM-Teen was determined using Cronbach's alpha, and criterion validity was established through correlations with both the WRAT-R and SORT-R. Using reading below grade level (according to SORT-R scores) as an outcome, instrument accuracy and corresponding cutoff scores were calculated by plotting receiver operating characteristic curves and stratum-specific likelihood ratios. Participants were 50% black and 53% female; 34% were enrolled in middle school and 66% in high school. The average time required to administer the REALM-Teen was 3 minutes. Internal consistency was excellent, as was test-retest reliability. The REALM-Teen is strongly correlated with both the WRAT-R and SORT-R. Five reading level categories were identified: 3rd grade and below, 4th to 5th grade, 6th to 7th grade, 8th to 9th grade, and 10th grade and above. Forty-six percent of participants were reading below grade level according to the SORT-R and 28% had repeated at least 1 grade. The REALM-Teen is a brief, reliable instrument for assessing adolescent literacy skills and reading below grade level.

Development of a Hypertension Health Literacy Assessment Tool for use in primary healthcare clinics in South Africa, Gauteng

PubMed Central

Mogotlane, Sophie

2017-01-01

Background Hypertension is a universal risk factor for cardiovascular morbidity and mortality in both the ageing and obese populations and patients must be literate in hypertension health issues to participate actively in the management of their disease. Little research has been done to investigate hypertension health literacy levels among South Africans. Aim To develop a Hypertension Heath Literacy Assessment Tool to establish patients’ comprehension of the health education they receive in primary healthcare (PHC) clinics in Tshwane, Gauteng, South Africa. Setting PHC clinics in Tshwane, Gauteng, South Africa. Methods The design was quantitative, descriptive and contextual in nature. The study population comprised health promoters who were experts in the field of health, documents containing hypertension health education content and individuals with hypertension. Participants were conveniently and purposefully selected. A modified Delphi technique was used to develop and validate the Hypertension Health Literacy Assessment Tool (HHLAT). To ensure validity and reliability of the HHLAT, the tool was administered to 195 participants concurrently with the Learning Ability Battery (LAB). Results There was a strong positive (F = 76.0, p < 0.0001, R2 = 28.25%) correlation between the LAB and the HHLAT. The HHLAT indicated that only 37 (19%) of the patients with hypertension had poor hypertension health literacy levels. Conclusion The HHLAT is a valid tool that can be used in busy PHC clinics as it takes less than two minutes to administer. This tool can inform the healthcare worker on the depth of hypertension health education to be given to the patient, empowering the patient and saving time in PHC facilities. PMID:28828872

Reliability of the Test of Integrated Language and Literacy Skills (TILLS)

ERIC Educational Resources Information Center

Mailend, Marja-Liisa; Plante, Elena; Anderson, Michele A.; Applegate, E. Brooks; Nelson, Nickola W.

2016-01-01

Background: As new standardized tests become commercially available, it is critical that clinicians have access to the information about a test's psychometric properties, including aspects of reliability. Aims: The purpose of the three studies reported in this article was to investigate the reliability of a new test, the Test of Integrated…

A Psychometric Analysis of the Italian Version of the eHealth Literacy Scale Using Item Response and Classical Test Theory Methods.

PubMed

Diviani, Nicola; Dima, Alexandra Lelia; Schulz, Peter Johannes

2017-04-11

The eHealth Literacy Scale (eHEALS) is a tool to assess consumers' comfort and skills in using information technologies for health. Although evidence exists of reliability and construct validity of the scale, less agreement exists on structural validity. The aim of this study was to validate the Italian version of the eHealth Literacy Scale (I-eHEALS) in a community sample with a focus on its structural validity, by applying psychometric techniques that account for item difficulty. Two Web-based surveys were conducted among a total of 296 people living in the Italian-speaking region of Switzerland (Ticino). After examining the latent variables underlying the observed variables of the Italian scale via principal component analysis (PCA), fit indices for two alternative models were calculated using confirmatory factor analysis (CFA). The scale structure was examined via parametric and nonparametric item response theory (IRT) analyses accounting for differences between items regarding the proportion of answers indicating high ability. Convergent validity was assessed by correlations with theoretically related constructs. CFA showed a suboptimal model fit for both models. IRT analyses confirmed all items measure a single dimension as intended. Reliability and construct validity of the final scale were also confirmed. The contrasting results of factor analysis (FA) and IRT analyses highlight the importance of considering differences in item difficulty when examining health literacy scales. The findings support the reliability and validity of the translated scale and its use for assessing Italian-speaking consumers' eHealth literacy. ©Nicola Diviani, Alexandra Lelia Dima, Peter Johannes Schulz. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 11.04.2017.

The Reliability and Validity of a Progress-Monitoring Tool: A Psychometric Examination of the Phonological Awareness Skills of Preschoolers with ASD

ERIC Educational Resources Information Center

Martini, Jay R.

2017-01-01

The purpose of this study was to conduct a psychometric evaluation the "Sound Beginning" phonological awareness progress monitoring tool. This assessment was used to track emergent literacy skills of preschoolers with autism spectrum disorder who were participating in a randomized trial studying early literacy interventions. Research…

What Are Standardized Literacy and Numeracy Tests Testing? Evidence of the Domain-General Contributions to Students' Standardized Educational Test Performance

ERIC Educational Resources Information Center

Howard, Steven J.; Woodcock, Stuart; Ehrich, John; Bokosmaty, Sahar

2017-01-01

Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage…

Economic Literacy, Teacher Instruction, and Preparation for the World of Work.

ERIC Educational Resources Information Center

Walstad, William B.; Soper, John C.

This paper analyzes the economic knowledge of high school students based on national data from 8,000 students who took the revised "Test of Economic Literacy," a nationally normed and standardized achievement test in economics. First, the validity and reliability features of the test are presented and then the test scores are broken down…

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

PubMed Central

Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second standard), ethics and legal use of information (the third standard), effective use of information (the fourth standard), critically evaluate information and its sources (the fifth standard). Conclusion: This study showed that the training was effective on enhancing students’ information literacy skills as the greatest impact was on increasing the ability to access information. Due to low mean score information literacy in the context of object recognition, there is a need for more training in this area. PMID:27462618

The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

ERIC Educational Resources Information Center

Echols, Julie M. Young

2010-01-01

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

Canadian adaptation of the Newest Vital Sign©, a health literacy assessment tool.

PubMed

Mansfield, Elizabeth D; Wahba, Rana; Gillis, Doris E; Weiss, Barry D; L'Abbé, Mary

2018-04-25

The Newest Vital Sign© (NVS) was developed in the USA to measure patient health literacy in clinical settings. We adapted the NVS for use in Canada, in English and French, and created a computerized version. Our objective was to evaluate the reliability of the Canadian NVS as a self-administered computerized tool. We used a randomized crossover design with a washout period of 3-4 weeks to compare health literacy scores obtained using the computerized version with scores obtained using the standard interviewer-administered NVS. ANOVA models and McNemar's tests assessed differences in outcomes assessed with each version of the NVS and order effects of the testing. Participants were recruited from multicultural catchment areas in Ontario and Nova Scotia. English- and French-speaking adults aged 18 years or older. A total of 180 (81 %) of the 222 adults (112 English/110 French) initially recruited completed both the interviewer-NVS and computer-NVS. Scores for those who completed both assessments ranged from 0 to 6 with a mean of 3·63 (sd 2·11) for the computerized NVS and 3·41 (sd 2·21) for the interview-administered NVS. Few (n 18; seven English, eleven French) participants' health literacy assessments differed between the two versions. Overall, the computerized Canadian NVS performed as well as the interviewer-administered version for assessing health literacy levels of English- and French-speaking participants. This Canadian adaptation of the NVS provides Canadian researchers and public health practitioners with an easily administered health literacy assessment tool that can be used to address the needs of Canadians across health literacy levels and ultimately improve health outcomes.

4: A STUDY ON THE RATE OF INFORMATION LITERACY OF FACULTY MEMBERS AND PHD STUDENTS OF FACULTY OF NURSING AND MIDWIFERY, TABRIZ UNIVERSITY OF MEDICAL SCIENCES, BASED ON SUCCESSFUL EVIDENCE HEALTHCARE

PubMed Central

Razmkhah, Maryam; Moghadam, Hadi Sharif; Ziaei, Soraya; Zarea, Vahideh; Narimani, Mohammad Reza

2017-01-01

Background and aims Evidence based care is an approach to clinical problem-solving in which merging the results of several studies and information on specialty clinical care as well as patients' wishes and values leads to effective decision making, to avoid seeking frequent care facilitating the patient cares, empowering healthcare workers, maintaining and improving the health of patients and the families. Results of the conducted studies suggest that using such an approach requires information literacy skills. Therefore, the present study aimed to assess information literacy of the faculty members and PhD students of Nursing and Midwifery School of Tabriz University of Medical Sciences about evidence based care. Methods In this cross-sectional survey 53 PhD students and faculty members were selected using census sampling method. Data gathering tool was a researcher-made questionnaire. This inventory was developed regarding valid scientific literature on information literacy and evidence-based care with 68 items and 5 standards of literacy prepared within some steps. After confirming the validity, its reliability was concluded by Cranach's Alpha (0.89). Data was analyzed using SPSS/22. Results Average information literacy skill level for faculty members and students related to evidence-based care and information literacy standards was higher than the average index, except for “information exchange” standard (50±10). The highest and lowest mean scores in evidence based care were for, respectively, questions formation (respectively, 96.18±18.6.17 and 48.51±14.69) and evaluation results (respectively 95.56±6.66 and 45.94±14.08). For information literacy standards there were calculated for (respectively) finding information as the highest score for (respectively, 95.56±6.66 and 72.44±13.62) and the lowest for information exchange (respectively, 74.19±11.83 and 48.51±11.35). Conclusion According to the results of this study and also regarding to this subject that PhD students' and faculty members' information literacy level was above the average; it is recommended to develop optimal measures to promote evidence based decision making.

Health Literacy Scale and Causal Model of Childhood Overweight.

PubMed

Intarakamhang, Ungsinun; Intarakamhang, Patrawut

2017-01-28

WHO focuses on developing health literacy (HL) referring to cognitive and social skills. Our objectives were to develop a scale for evaluating the HL level of Thai childhood overweight, and develop a path model of health behavior (HB) for preventing obesity. A cross-sectional study. This research used a mixed method. Overall, 2,000 school students were aged 9 to 14 yr collected by stratified random sampling from all parts of Thailand in 2014. Data were analyzed by CFA, LISREL. Reliability of HL and HB scale ranged 0.62 to 0.82 and factor loading ranged 0.33 to 0.80, the subjects had low level of HL (60.0%) and fair level of HB (58.4%), and the path model of HB, could be influenced by HL from three paths. Path 1 started from the health knowledge and understanding that directly influenced the eating behavior (effect sized - β was 0.13, P<0.05. Path 2 the health knowledge and understanding that influenced managing their health conditions, media literacy, and making appropriate health-related decision β=0.07, 0.98, and 0.05, respectively. Path 3 the accessing the information and services that influenced communicating for added skills, media literacy, and making appropriate health-related decision β=0.63, 0.93, 0.98, and 0.05. Finally, basic level of HL measured from health knowledge and understanding and accessing the information and services that influenced HB through interactive, and critical level β= 0.76, 0.97, and 0.55, respectively. HL Scale for Thai childhood overweight should be implemented as a screening tool developing HL by the public policy for health promotion.

Sensitivity and specificity of the Akena Visual Depression Inventory (AViDI-18) in Kampala (Uganda) and Cape Town (South Africa).

PubMed

Akena, Dickens; Joska, John; Stein, Dan J

2018-05-01

Visual scales may be particularly useful in screening for depression in patients with low literacy. However, few have been validated and none are in common use.AimModification and validation of a visual scale to screen for depression in low literacy settings. We assessed the validity, reliability and factor loading of a 28-item visual depression inventory using pictorial items depicting depression signs and symptoms. We validated a revised scale comprised of 18 items known as the Akena Visual Depression Inventory (AViDI-18) against a structured diagnostic interview (Mini-International Neuropsychiatric Inventory) in 343 patients in Kampala (Uganda) and Cape Town (South Africa). The 18 pictorial items had acceptable validity and reliability. The area under the curve (AUC) score of the AViDI-18 was 0.9. AUC scores were not significantly associated with sociodemographic variables. The AViDI-18 is a valid screen for depression in patients with low literacy.Declaration of interestNone.

Evaluation of the spoken knowledge in low literacy in diabetes scale for use with Mexican Americans.

PubMed

Garcia, Alexandra A; Zuniga, Julie; Reynolds, Raquel; Cairampoma, Laura; Sumlin, Lisa

2015-05-01

This article evaluates the Spoken Knowledge in Low Literacy in Diabetes (SKILLD) questionnaire, a measure of essential knowledge for type 2 diabetes self-management, after it was modified for English- and Spanish-speaking Mexican Americans. We collected surveys (SKILLD, demographic, acculturation) and blood for A1C analysis from 72 community-recruited participants to analyze the SKILLD's internal consistency, interrater reliability, item analysis, and construct validity. Clinical experts evaluated content validity. The SKILLD demonstrated low internal consistency but high interrater reliability and content and construct validity. There were significant correlations in expected directions between SKILLD scores and acculturation, education, and A1C and significant differences in SKILLD scores between and within groups after an educational intervention and between high- and low-acculturated participants. The SKILLD generates useful information about Mexican Americans' diabetes knowledge. Lower SKILLD scores suggest less diabetes knowledge, lower health literacy, and participants' difficulties understanding items. Further modifications should improve use with low-acculturated Mexican Americans. © The Author(s) 2014.

Mental Health Literacy in Young Adults: Adaptation and Psychometric Properties of the Mental Health Literacy Questionnaire.

PubMed

Dias, Pedro; Campos, Luísa; Almeida, Helena; Palha, Filipa

2018-06-23

Mental health literacy (MHL) is considered a prerequisite for early recognition and intervention in mental disorders, and for this reason, it has become a focus of research over the past few decades. Assessing this construct is relevant for identifying knowledge gaps and erroneous beliefs concerning mental health issues, to inform the development of interventions aimed at promoting mental health literacy as well as the evaluation of these interventions. Recently, we developed a new self-reporting measure (MHLq) for assessing mental health literacy in young people (12⁻14 years-old), meeting the need to assess MHL from a comprehensive perspective of the construct instead of focusing on a restricted number of mental disorders or specific dimensions (e.g., knowledge concerning specific disorders; stigma). The present study aimed to adapt the MHLq for the young adult population and to examine its psychometric properties, according to the following steps: (1) item adaptation, using a think aloud procedure (n = 5); (2) data collection (n = 356, aged between 18 and 25 years old; and (3) psychometric analyses (exploratory factor analysis and internal consistency analysis). The final version of the questionnaire included 29 items (total scale α = 0.84), organized by four dimensions: (1) knowledge of mental health problems (α = 0.74); (2) erroneous beliefs/stereotypes (α = 0.72); (3) help-seeking and first aid skills (α = 0.71); and (4) self-help strategies (α = 0.60). The results suggest that the MHLq-adult form is a practical, valid, and reliable screening tool for identifying gaps in knowledge, beliefs, and behavioral intentions related to mental health and mental disorders, planning promotion programs, and evaluating intervention effectiveness.

Validity and reliability of the Turkish version of the European Health Literacy Survey Questionnaire.

PubMed

Abacigil, Filiz; Harlak, Hacer; Okyay, Pinar; Kiraz, Didem Evci; Gursoy Turan, Selen; Saruhan, Gulnur; Karakaya, Kagan; Tuzun, Hakan; Baran Deniz, Emine; Tontus, Omer; Beser, Erdal

2018-04-10

Health literacy is a public health priority which refers to individual's knowledge, motivation and competence to access, understand, appraise and apply health information to prevent disease and promote health in daily life. This study aimed to adapt European Health Literacy Survey Questionnaire (HLS-EU-Q47) into Turkish and to investigate its psychometric properties. The questionnaire was translated into Turkish by using both group translation and expert opinion methods. Forward translation-back translation method was used for language validity and the final Turkish version (HLS-TR) was formed. HLS-EU-Q47 and Health Awareness Scale (HAS) were administered to 505 respondents. The scale reliability was examined using Crohnbach's alpha coefficient and the construct validity was assessed by principal axis factoring procedure. The convergent validity was obtained by Pearson correlation coefficients between HLS-TR and HAS scores and discriminant validity was examined comparing the scores of participants who were stratified according to ages, educational status, gender, general health status and social status. Cronbach's alpha coefficient for the whole scale was 0.95. Principal axis factoring extracted nine factors which eigenvalues were >1 and explained 50.01% of total variance. Factor matrix displayed that all items gave greater load in factor 1, showing that health literacy measured with one factor. Positive and significant correlation was found between HLS-TR and HAS. Significant relations were found between HLS-TR scores and selected determinants of health. This study revealed that the HLS-TR was a valid and reliable measuring instrument with appropriate psychometric characteristics.

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

PubMed

Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W

2016-03-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

PubMed Central

Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

2016-01-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

Health literacy among Saudi population: a cross-sectional study.

PubMed

Abdel-Latif, Mohamed M M; Saad, Sherif Y

2017-09-12

Health literacy is a major problem worldwide and adversely affects an individual's health. The aim of the present study was to assess health literacy level among Saudi population. A cross-sectional study was conducted among a randomly selected population (n = 500) in Saudi Arabia. The questionnaire comprised of questions pertaining to demographic characteristics, health literacy and health information. Health literacy was measured by REALM-R test. Internal reliability was determined using Cronbach's alpha coefficient. The majority of the respondents had intermediate (43.8%) and basic (34.4%) health literacy levels. A higher percentage among men had intermediate (59.8%) and basic (70.93%) health literacy levels compared with women. About 30% of respondents had difficulty in understanding health screening tests and disease treatment. More than half of participants (52.4%) had difficulty in finding health information. The REALM-R test revealed that about 42.6% of individuals with score of >6 had adequate health literacy compared with 57.4% with score of ≤6 had inadequate health literacy. The present study demonstrated that a majority of Saudi individuals had inadequate health literacy that associated with poor knowledge of health information. Our findings highlighted the importance of understanding the status of health literacy among Saudis and the need for educational programs to raise the health literacy awareness among Saudi population. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Validating an electronic health literacy scale in an older hispanic population.

PubMed

Aponte, Judith; Nokes, Kathleen M

2017-09-01

To examine the validity of the Spanish version of an instrument used to measure electronic health literacy (eHEALS) with an older Hispanic population from a number of Spanish-language countries living in New York City in the United States (US). Although the Internet is available globally, complex skills are needed to use this source of valuable health-related information effectively. Electronic health literacy is a multifactorial concept that includes health literacy but also requires technology skills. Cross-sectional. Recruitment occurred at a Senior Organization located in a largely Hispanic neighbourhood in New York City (N = 100). Participants completed eHEALS and selected items from the Health Information National Trends Survey (HINTS) which assesses how adults use different communication channels, including the Internet, to obtain vital health information. Data from the US HINTS sample (N = 162) were matched to the Senior Organization sample on age range and Hispanic ethnicity. The average Senior Organization participant was 68 years old, female, born in one of six different Spanish-language countries, and completed high school while the average HINTS participant was 67 years old, female and had high school or less education. Although there was no relationship with the two HINTS subscales and electronic health literacy, there were significant relationships between electronic health literacy and health status and confidence in self-care. Inadequate electronic health literacy is a barrier to positive health outcomes. The Spanish version of eHEALS could be used as a screening instrument to identify gaps and tailored interventions could be developed to increase consumer confidence in using the Internet for reliable health-related information. Knowledge in self-management is related to positive health outcomes; all persons irrespective of their electronic health literacy should be able to use all sources of health information to enhance their self-care. © 2017 John Wiley & Sons Ltd.

[Depression Literacy - German Translation and Testing of the Depression Literacy Scale].

PubMed

Freitag, Simone; Stolzenburg, Susanne; Schomerus, Georg; Schmidt, Silke

2017-12-13

Objective Translation and psychometric testing of a German adaptation of the Australian Depression Literacy Scale. Methods Translation of the Depression Literacy Scale by Griffith et al. (2004) into German and testing for depression literacy in a sample of 229 people with depressive syndrome. Results The investigated sample had a mean age of 49.4 years (18 - 80 years). On average, 51 % of the 22 questions were correctly answered. The scale showed a satisfactory internal consistency with α = .74. The first-time application of the translated D-Lit German scale showed significant differences in subgroup analyzes of sex, age, and education. Hence, women, younger persons and persons with a higher school education reported higher values on the Depression Literacy Scale. Conclusion The translation of the Depression Literacy Scale (D-Lit German) resulted in an easy-to-understand and applicable questionnaire. Items relating to therapeutic and drug-related treatments of depressen were more difficult to answer. The D-Lit scale proved to be a reliable and economic instrument for the investigation of depression literacy. Future studies should include depression literacy in investigations on the demands and help-seeking behaviour of people with depression. © Georg Thieme Verlag KG Stuttgart · New York.

HumRRO's Literacy Research for the U.S. Army: Developing Functional Literacy Training.

ERIC Educational Resources Information Center

Sticht, Thomas G.; And Others

The major purposes of the project were to determine the nature of the literacy problem in the Army by studying the literacy demands of Army jobs together with the literacy skills of Army personnel, and to develop a literacy training program to provide job-related-functional, literacy skills. Literacy research and development performed by HumRRO…

Development of an Ecological Momentary Assessment Mobile App for a Low-Literacy, Mexican American Population to Collect Disordered Eating Behaviors

PubMed Central

Stein, Karen F; Chaudry, Beenish; Trabold, Nicole

2016-01-01

Background Ecological momentary assessment (EMA) is a popular method for understanding population health in which participants report their experiences while in naturally occurring contexts in order to increase the reliability and ecological validity of the collected data (as compared to retrospective recall). EMA studies, however, have relied primarily on text-based questionnaires, effectively eliminating low-literacy populations from the samples. Objective To provide a case study of design of an EMA mobile app for a low-literacy population. In particular, we present the design process and final design of an EMA mobile app for low literate, Mexican American women to record unhealthy eating and weight control behaviors (UEWCBs). Methods An iterative, user-centered design process was employed to develop the mobile app. An existing EMA protocol to measure UEWCBs in college-enrolled Mexican American women was used as the starting point for the application. The app utilizes an icon interface, with optional audio prompts, that is culturally sensitive and usable by a low-literacy population. A total of 41 women participated over the course of 4 phases of the design process, which included 2 interview and task-based phases (n=8, n=11), focus groups (n=15), and a 5-day, in situ deployment (n=7). Results Participants’ mental models of UEWCBs differed substantially from prevailing definitions found in the literature, prompting a major reorganization of the app interface. Differences in health literacy and numeracy were better identified with the Newest Vital Sign tool, as compared with the Short Assessment of Health Literacy tool. Participants had difficulty imagining scenarios in the interviews to practice recording a specific UEWCB; instead, usability was best tested in situ. Participants were able to use the EMA mobile app over the course of 5 days to record UEWCBs. Conclusions Results suggest that the iterative, user-centered design process was essential for designing the app to be made usable by the target population. Simply taking the protocol designed for a higher-literacy population and replacing words with icons and/or audio would have been unsuccessful with this population. PMID:27418020

Evaluation of the Utility of the "Revised Get Ready to Read!" For Spanish-Speaking English-Language Learners through Differential Item Functioning Analysis

ERIC Educational Resources Information Center

Farrington, Amber L.; Lonigan, Christopher J.; Phillips, Beth M.; Farver, JoAnn M.; McDowell, Kimberly D.

2015-01-01

Children who are Spanish-speaking English-language learners (ELLs) comprise a rapidly growing percentage of the population in U.S. schools. To determine which of these children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,318…

Parents with high levels of communicative and critical health literacy are less likely to vaccinate their children.

PubMed

Amit Aharon, Anat; Nehama, Haim; Rishpon, Shmuel; Baron-Epel, Orna

2017-04-01

To investigate the relationship between parents' health literacy and decision-making regarding child vaccinations. A cross-sectional survey was conducted among 731 parents of children aged 3-4 years. Functional, communicative, and critical health literacy (HL), knowledge, beliefs, reliability of the vaccine's information resources, and vaccine's attitudes were measured. Attitudes included three types: pro-vaccine attitudes, anti-vaccine attitudes, and attitudes regarding mandatory vaccination. Path analysis was conducted to explore direct and indirect associations of compliance with childhood vaccinations and HL. Communicative HL has a significant negative direct association with compliance with vaccinations (ß=-0.06, p<0.05). High functional and critical HL have significant negative indirect associations with vaccinations through parents' attitudes regarding vaccines. Higher levels of perception of reliability of informal information resources are associated with non-compliance. The results indicate that parents with high functional, communicative, and critical HL are more at risk of not vaccinating their children. The results are contrary to expectations in which people with high HL adopt more positive health behaviors. Public health professionals may need more sophisticated communication methods to transfer messages regarding vaccines to parents in order to prevent decline in vaccine coverage rates, taking into account levels of trust and health literacy. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Digitised audio questionnaire for assessment of informed consent comprehension in a low-literacy African research population: development and psychometric evaluation

PubMed Central

Afolabi, Muhammed O; Bojang, Kalifa; D'Alessandro, Umberto; Ota, Martin O C; Imoukhuede, Egeruan B; Ravinetto, Raffaella; Larson, Heidi J; McGrath, Nuala; Chandramohan, Daniel

2014-01-01

Objective To develop and psychometrically evaluate an audio digitised tool for assessment of comprehension of informed consent among low-literacy Gambian research participants. Setting We conducted this study in the Gambia where a high illiteracy rate and absence of standardised writing formats of local languages pose major challenges for research participants to comprehend consent information. We developed a 34-item questionnaire to assess participants’ comprehension of key elements of informed consent. The questionnaire was face validated and content validated by experienced researchers. To bypass the challenge of a lack of standardised writing formats, we audiorecorded the questionnaire in three major Gambian languages: Mandinka, Wolof and Fula. The questionnaire was further developed into an audio computer-assisted interview format. Participants The digitised questionnaire was administered to 250 participants enrolled in two clinical trials in the urban and rural areas of the Gambia. One week after first administration, the questionnaire was readministered to half of the participants who were randomly selected. Participants were eligible if enrolled in the parent trials and could speak any of the three major Gambian languages. Outcome measure The primary outcome measure was reliability and validity of the questionnaire. Results Item reduction by factor analysis showed that 21 of the question items have strong factor loadings. These were retained along with five other items which were fundamental components of informed consent. The 26-item questionnaire has high internal consistency with a Cronbach's α of 0.73–0.79 and an intraclass correlation coefficient of 0.94 (95% CI 0.923 to 0.954). Hypotheses testing also showed that the questionnaire has a positive correlation with a similar questionnaire and discriminates between participants with and without education. Conclusions We have developed a reliable and valid measure of comprehension of informed consent information for the Gambian context, which might be easily adapted to similar settings. This is a major step towards engendering comprehension of informed consent information among low-literacy participants. PMID:24961716

Digitised audio questionnaire for assessment of informed consent comprehension in a low-literacy African research population: development and psychometric evaluation.

PubMed

Afolabi, Muhammed O; Bojang, Kalifa; D'Alessandro, Umberto; Ota, Martin O C; Imoukhuede, Egeruan B; Ravinetto, Raffaella; Larson, Heidi J; McGrath, Nuala; Chandramohan, Daniel

2014-06-24

To develop and psychometrically evaluate an audio digitised tool for assessment of comprehension of informed consent among low-literacy Gambian research participants. We conducted this study in the Gambia where a high illiteracy rate and absence of standardised writing formats of local languages pose major challenges for research participants to comprehend consent information. We developed a 34-item questionnaire to assess participants' comprehension of key elements of informed consent. The questionnaire was face validated and content validated by experienced researchers. To bypass the challenge of a lack of standardised writing formats, we audiorecorded the questionnaire in three major Gambian languages: Mandinka, Wolof and Fula. The questionnaire was further developed into an audio computer-assisted interview format. The digitised questionnaire was administered to 250 participants enrolled in two clinical trials in the urban and rural areas of the Gambia. One week after first administration, the questionnaire was readministered to half of the participants who were randomly selected. Participants were eligible if enrolled in the parent trials and could speak any of the three major Gambian languages. The primary outcome measure was reliability and validity of the questionnaire. Item reduction by factor analysis showed that 21 of the question items have strong factor loadings. These were retained along with five other items which were fundamental components of informed consent. The 26-item questionnaire has high internal consistency with a Cronbach's α of 0.73-0.79 and an intraclass correlation coefficient of 0.94 (95% CI 0.923 to 0.954). Hypotheses testing also showed that the questionnaire has a positive correlation with a similar questionnaire and discriminates between participants with and without education. We have developed a reliable and valid measure of comprehension of informed consent information for the Gambian context, which might be easily adapted to similar settings. This is a major step towards engendering comprehension of informed consent information among low-literacy participants. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Health Information Needs and Reliability of Sources Among Nondegree Health Sciences Students: A Prerequisite for Designing eHealth Literacy.

PubMed

Haruna, Hussein; Tshuma, Ndumiso; Hu, Xiao

Understanding health information needs and health-seeking behavior is a prerequisite for developing an electronic health information literacy (EHIL) or eHealth literacy program for nondegree health sciences students. At present, interest in researching health information needs and reliable sources paradigms has gained momentum in many countries. However, most studies focus on health professionals and students in higher education institutions. The present study was aimed at providing new insight and filling the existing gap by examining health information needs and reliability of sources among nondegree health sciences students in Tanzania. A cross-sectional study was conducted in 15 conveniently selected health training institutions, where 403 health sciences students were participated. Thirty health sciences students were both purposely and conveniently chosen from each health-training institution. The selected students were pursuing nursing and midwifery, clinical medicine, dentistry, environmental health sciences, pharmacy, and medical laboratory sciences courses. Involved students were either in their first year, second year, or third year of study. Health sciences students' health information needs focus on their educational requirements, clinical practice, and personal information. They use print, human, and electronic health information. They lack eHealth research skills in navigating health information resources and have insufficient facilities for accessing eHealth information, a lack of specialists in health information, high costs for subscription electronic information, and unawareness of the availability of free Internet and other online health-related databases. This study found that nondegree health sciences students have limited skills in EHIL. Thus, designing and incorporating EHIL skills programs into the curriculum of nondegree health sciences students is vital. EHIL is a requirement common to all health settings, learning environments, and levels of study. Our future intention is to design EHIL to support nondegree health sciences students to retrieve and use available health information resources on the Internet. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

Curriculum Development in Literacy. Monograph No. 1. Part A: Proceedings and Methods of the First Regional Literacy Workshop (Udaipur, India, November 29-December 20, 1979). Part B: Curriculum Development in Literacy. Literacy Curriculum and Materials Development. Portfolio of Literacy Materials. Series I: Four Monographs.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

This monograph, one of four in a series, contains material on a particular aspect of literacy training. Developed from reports, papers, and case studies from the Regional Literacy Workshop (November 29-December 20, 1979) held in Udaipur, India, the monographs are suggested for use in training programs for literacy personnel as background…

Validating the European Health Literacy Survey Questionnaire in people with type 2 diabetes: Latent trait analyses applying multidimensional Rasch modelling and confirmatory factor analysis.

PubMed

Finbråten, Hanne Søberg; Pettersen, Kjell Sverre; Wilde-Larsson, Bodil; Nordström, Gun; Trollvik, Anne; Guttersrud, Øystein

2017-11-01

To validate the European Health Literacy Survey Questionnaire (HLS-EU-Q47) in people with type 2 diabetes mellitus. The HLS-EU-Q47 latent variable is outlined in a framework with four cognitive domains integrated in three health domains, implying 12 theoretically defined subscales. Valid and reliable health literacy measurers are crucial to effectively adapt health communication and education to individuals and groups of patients. Cross-sectional study applying confirmatory latent trait analyses. Using a paper-and-pencil self-administered approach, 388 adults responded in March 2015. The data were analysed using the Rasch methodology and confirmatory factor analysis. Response violation (response dependency) and trait violation (multidimensionality) of local independence were identified. Fitting the "multidimensional random coefficients multinomial logit" model, 1-, 3- and 12-dimensional Rasch models were applied and compared. Poor model fit and differential item functioning were present in some items, and several subscales suffered from poor targeting and low reliability. Despite multidimensional data, we did not observe any unordered response categories. Interpreting the domains as distinct but related latent dimensions, the data fit a 12-dimensional Rasch model and a 12-factor confirmatory factor model best. Therefore, the analyses did not support the estimation of one overall "health literacy score." To support the plausibility of claims based on the HLS-EU score(s), we suggest: removing the health care aspect to reduce the magnitude of multidimensionality; rejecting redundant items to avoid response dependency; adding "harder" items and applying a six-point rating scale to improve subscale targeting and reliability; and revising items to improve model fit and avoid bias owing to person factors. © 2017 John Wiley & Sons Ltd.

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia

ERIC Educational Resources Information Center

Hamilton, Lorna G.; Hayiou-Thomas, Marianna E.; Hulme, Charles; Snowling, Margaret J.

2016-01-01

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of…

Assessment in Science Education

NASA Astrophysics Data System (ADS)

Rustaman, N. Y.

2017-09-01

An analyses study focusing on scientific reasoning literacy was conducted to strengthen the stressing on assessment in science by combining the important of the nature of science and assessment as references, higher order thinking and scientific skills in assessing science learning as well. Having background in developing science process skills test items, inquiry in its many form, scientific and STEM literacy, it is believed that inquiry based learning should first be implemented among science educators and science learners before STEM education can successfully be developed among science teachers, prospective teachers, and students at all levels. After studying thoroughly a number of science researchers through their works, a model of scientific reasoning was proposed, and also simple rubrics and some examples of the test items were introduced in this article. As it is only the beginning, further studies will still be needed in the future with the involvement of prospective science teachers who have interests in assessment, either on authentic assessment or in test items development. In balance usage of alternative assessment rubrics, as well as valid and reliable test items (standard) will be needed in accelerating STEM education in Indonesia.

Communication: Literacy and Development

ERIC Educational Resources Information Center

Literacy Work, 1971

1971-01-01

Author presents a preliminary discussion of the relationship of literacy and rural development. It presents the literacy continuum amongst the African population of Rhodesia, results of a small study of literacy retention, and a brief account of literacy effect on the development of subsistance agriculture. (Editor/LF)

On Defining and Developing Literacy across Communities

NASA Astrophysics Data System (ADS)

Bernardo, Allan B. I.

2000-09-01

The paper attempts to raise a few issues relating to the task of defining and operationalizing literacy and literacy development across communities with diverse socio-economic profiles. In particular, the following concerns are raised: (1) Can literacy development be assessed using one set of domains, given that the domains of literacy practices vary across cultures? (2) Does the acquisition of literacy skills mean the same thing to people across different communities? (3) Does illiteracy have the same consequences for people in different communities? (4) Is the process of literacy acquisition and development the same across diverse communities? The paper underscores the importance of considering the diverse socio-economic patterns in different communities in trying to determine present levels of literacy development and in proposing programs to increase levels of literacy skill. It also proposes using the level of community (in addition to the macro-level of nation-state and the micro-level of individual) in analyzing matters relating to literacy development.

Development of functional oral health literacy assessment instruments: application of literacy and cognitive theories.

PubMed

Bridges, Susan M; Parthasarathy, Divya S; Au, Terry K F; Wong, Hai Ming; Yiu, Cynthia K Y; McGrath, Colman P

2014-01-01

This paper describes the development of a new literacy assessment instrument, the Hong Kong Oral Health Literacy Assessment Task for Paediatric Dentistry (HKOHLAT-P). Its relationship to literacy theory is analyzed to establish content and face validity. Implications for construct validity are examined by analyzing cognitive demand to determine how "comprehension" is measured. Key influences from literacy assessment were identified to analyze item development. Cognitive demand was analyzed using an established taxonomy. The HKOHLAT-P focuses on the functional domain of health literacy assessment. Items had strong content and face validity reflecting established principles from modern literacy theory. Inclusion of new text types signified relevant developments in the area of new literacies. Analysis of cognitive demand indicated that this instrument assesses the "comprehension" domain, specifically the areas of factual and procedural knowledge, with some assessment of conceptual knowledge. Metacognitive knowledge was not assessed. Comprehension tasks assessing patient health literacy predominantly examine functional health literacy at the lower levels of comprehension. Item development is influenced by the fields of situated and authentic literacy. Inclusion of content regarding multiliteracies is suggested for further research. Development of functional health literacy assessment instruments requires careful consideration of the clinical context in determining construct validity. © 2013 American Association of Public Health Dentistry.

Associations of health literacy with diabetic foot outcomes: a systematic review and meta-analysis.

PubMed

Chen, P Y; Elmer, S; Callisaya, M; Wills, K; Greenaway, T M; Winzenberg, T M

2018-05-26

People with diabetes have low health literacy, but the role of the latter in diabetic foot disease is unclear. To determine, through a systematic review and meta-analysis, if health literacy is associated with diabetic foot disease, its risk factors, or foot care. We searched PubMed, EMBASE, CINAHL, Web of Science, Scopus and Science Direct. All studies were screened and data extracted by two independent reviewers. Studies in English with valid and reliable measures of health literacy and published tests of association were included. Data were extracted on the associations between the outcomes and health literacy. Meta-analyses were performed using random effects models. Sixteen articles were included in the systematic review, with 11 in the meta-analysis. In people with inadequate health literacy, the odds of having diabetic foot disease were twice those in people with adequate health literacy, but this was not statistically significant [odds ratio 1.99 (95% CI 0.83, 4.78); two studies in 1278 participants]. There was no statistically significant difference in health literacy levels between people with and without peripheral neuropathy [standardized mean difference -0.14 (95% CI -0.47, 0.18); two studies in 399 participants]. There was no association between health literacy and foot care [correlation coefficient 0.01 (95% CI -0.07, 0.10); seven studies in 1033 participants]. There were insufficient data to exclude associations between health literacy and diabetic foot disease and its risk factors, but health literacy appears unlikely to have a role in foot care. The contribution of low health literacy to diabetic foot disease requires definitive assessment through robust longitudinal studies. © 2018 Diabetes UK.

Cervical Cancer Literacy in Women of Reproductive Age and Its Related Factors.

PubMed

Bazaz, Maryam; Shahry, Parvin; Latifi, Sayed Mahmood; Araban, Marzieh

2017-08-10

Cancer health literacy, which is the ability to search, understand, and use health information to make appropriate health decisions, plays an important role in the use of preventative and screening information. The present study aims to evaluate cervical cancer health literacy in women of reproductive age and its related factors. In this cross-sectional study, 231 women of reproductive age who referred to health centers of Khuzestan Province, Iran, were selected via convenience sampling. A valid and reliable measure was employed to collect information about various dimensions of cervical cancer health literacy, including having access to, reading, understanding, appraising, using, and communicating it. The data collected were analyzed using SPSS 16. Data analysis was conducted by independent sample t test, one-way ANOVA, Spearman's correlation, chi-square, and linear regression. The participants' average health literacy score was 97.88 ± 12.7 (from 135 points), and 47.2% of the participants had limited health literacy. Health literacy was associated with education, employment, income, searching, mothers' and young friends' counseling, and duration of the study time (p < 0.05). In linear regression model, there was a significant association between income (p = 0.011), searching (p = 0.01), study time (p = 0.009), and young friends' counseling (p = 0.002) and cervical cancer literacy scores. In this study, no significant association was observed between age and health literacy. This study indicated that the cervical cancer literacy in women of reproductive age was not at good levels. Health workers should pay more attention to groups who are at greater risk of having low health literacy. Moreover, targeting and tailoring educational interventions with respect to different levels of cervical cancer literacy might increase cervical cancer screening.

Sharing MedlinePlus®/MEDLINE for Information Literacy Education (SMILE): A Dental Public Health Information Project

PubMed Central

Gaines, Julie K.; Levy, Linda S.; Cogdill, Keith W.

2012-01-01

The SMILE project represented a partnership among the University of Texas Health Science Center at San Antonio Libraries, the Gateway Clinic in Laredo, and the San Antonio Metropolitan Health District. The project focused on improving dental practitioners' access to reliable information resources and integrating the best evidence into public health dental practice. Through its training program, SMILE cultivated a set of “power information users” among the dentists, dental hygienists, and community health workers (promotores) who provide public health preventive care and oral health education. The dental public health practitioners gained information literacy skills and increased their knowledge about reliable sites such as blogs, PubMed®, and MedlinePlus®. This project fostered opportunities for expanded partnerships with public health personnel. PMID:22040242

Sharing MedlinePlus®/MEDLINE® for information literacy education (SMILE): a dental public health information project.

PubMed

Gaines, Julie K; Levy, Linda S; Cogdill, Keith W

2011-01-01

The SMILE project represented a partnership among the University of Texas Health Science Center at San Antonio Libraries, the Gateway Clinic in Laredo, and the San Antonio Metropolitan Health District. The project focused on improving dental practitioners' access to reliable information resources and integrating the best evidence into public health dental practice. Through its training program, SMILE cultivated a set of "power information users" among the dentists, dental hygienists, and community health workers (promotores) who provided public health preventive care and oral health education. The dental public health practitioners gained information literacy skills and increased their knowledge about reliable sites such as blogs, PubMed®, and MedlinePlus®. This project fostered opportunities for expanded partnerships with public health personnel.

Child Development and Emergent Literacy.

ERIC Educational Resources Information Center

Whitehurst, Grover J.; Lonigan, Christopher J.

1998-01-01

Offers a typology of emergent literacy skills, reviews research relating emergent literacy to reading, and reviews evidence linking emergent literacy environments and development of emergent literacy skills. Proposes that emergent literacy consists of inside-out skills and outside-in skills that are influential at different times during reading…

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

NASA Astrophysics Data System (ADS)

Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was also collected from a larger bank of test questions. Discrimination indices across the full bank showed variation and additional work is underway to refine and field test in other settings these questions in the absence of InTeGrate curricula. When complete, faculty will be able to assemble sets of questions to track progress toward meeting literacy goals. In addition to covering geoscience content knowledge and understanding, a complementary attitudinal pre/post survey was also developed with the intent to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. The final instruments will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning and attitudinal gains across the major.

Promoting Workplace Literacy and Basic Skills Development.

ERIC Educational Resources Information Center

Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen

This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic…

Development and Validation of the Consumer Health Activation Index.

PubMed

Wolf, Michael S; Smith, Samuel G; Pandit, Anjali U; Condon, David M; Curtis, Laura M; Griffith, James; O'Conor, Rachel; Rush, Steven; Bailey, Stacy C; Kaplan, Gordon; Haufle, Vincent; Martin, David

2018-04-01

Although there has been increasing interest in patient engagement, few measures are publicly available and suitable for patients with limited health literacy. We sought to develop a Consumer Health Activation Index (CHAI) for use among diverse patients. Expert opinion, a systematic literature review, focus groups, and cognitive interviews with patients were used to create and revise a potential set of items. Psychometric testing guided by item response theory was then conducted among 301 English-speaking, community-dwelling adults. This included differential item functioning analyses to evaluate item performance across participant health literacy levels. To determine construct validity, CHAI scores were compared to scales measuring similar personality constructs. Associations between the CHAI and physical and mental health established predictive validity. A second study among 9,478 adults was used to confirm CHAI associations with health outcomes. Exploratory factor analyses revealed a single-factor solution with a 10-item scale. The CHAI showed good internal consistency (alpha = 0.81) and moderate test-retest reliability (ICC = 0.53). Reading grade level was found to be at the 6 th grade. Moderate to strong correlations were found with similar constructs (Multidimensional Health Locus of Control, r = 0.38, P < 0.001; Conscientiousness, r = 0.41, P < 0.001). Predictive validity was demonstrated through associations with functional health status measures (depression, r = -0.28, P < 0.001; anxiety, r = -0.22, P < 0.001; and physical functioning, r = 0.22, P < 0.001). In the validation sample, the CHAI was significantly associated with self-reported physical and mental health ( r = 0.31 and 0.32 respectively; both P < 0.001). The CHAI appears to be a valid, reliable, and easily administered tool that can be used to assess health activation among adults, including those with limited health literacy. Future studies should test the tool in actual use and explore further applications.

Emergent Literacy: A Polyphony of Perspectives. CIERA Report.

ERIC Educational Resources Information Center

Yaden, David B., Jr.; Rowe, Deborah W.; MacGillivray, Laurie

This paper reviews current developments in the field of emergent literacy (the study of reading and writing behaviors that develop into conventional literacy). The review includes studies that look at preschoolers' emerging literacy in homes, day-care environments, and kindergartens and that focus on children's development of literacy knowledge…

Content Area Literacy: Relationship between Lesson Design and Professional Development

ERIC Educational Resources Information Center

Owens-Kristenson, Jodi

2013-01-01

Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the…

Literacy Practitioner. Literacy and Community Development Issue.

ERIC Educational Resources Information Center

Literacy Practitioner, 1997

1997-01-01

This theme issue of a newsletter for adult literacy practitioners focuses on community development. Nine articles on this topic include the following: "Adult Literacy and Community Development" (Hal Beder); "Why Community Development?" (Kirk Baker); "Freire's Revolution" (Ruth Pelz); "Impacting Communities…

Promoting Literacy from the UK: The Contribution of the British Association for Literacy in Development (BALID)

ERIC Educational Resources Information Center

Cheffy, Ian; McCaffery, Juliet; Street, Brian

2016-01-01

Apart from a few brief intervals, adult literacy has remained low on the development agenda. This article details the contribution of the British Association for Literacy in Development (BALID), a voluntary association based in the UK, to highlighting the importance of literacy in development and, in particular, the importance of reading and…

Self-administered health literacy instruments for people with diabetes: systematic review of measurement properties.

PubMed

Lee, Eun-Hyun; Kim, Chun-Ja; Lee, Jiyeon; Moon, Seung Hei

2017-09-01

The aims of this study were to identify all available self-administered instruments measuring health literacy in people with diabetes and to determine the current instrument that is the most appropriate for applying to this population in both practice and research. A systematic review of measurement properties. MEDLINE, EMBASE and CINAHL electronic databases from their inception up to 28 March 2016. The methodological quality of each included study was assessed using the COnsensus-based Standards for the selection of health Measurement INstruments checklist. The reported results for measurement properties in the studies were assessed according to Terwee's quality criteria. Thirteen self-administered instruments measuring health literacy in people with diabetes were identified, of which six (44%) were diabetes-specific instruments. The instruments that covered the broadest contents of health literacy were the Health Literacy Scale and Health Literacy Questionnaire. The (test-retest) reliability, measurement error and responsiveness were not evaluated for any instrument, while internal consistency and hypothesis testing validity were the most frequently assessed measurement properties. With the current evidence, the Health Literacy Scale may be the most appropriate instrument for patients with diabetes in practice and research. However, the structural validity of this scale needs to be further established, particularly in other language versions. It is also recommended to use the Diabetes Numeracy Test-15 along with the Health Literacy Scale to complement the lack of numeracy measures in the Health Literacy Scale. © 2017 John Wiley & Sons Ltd.

A Multidimensional Tool Based on the eHealth Literacy Framework: Development and Initial Validity Testing of the eHealth Literacy Questionnaire (eHLQ)

PubMed Central

Karnoe, Astrid; Furstrand, Dorthe; Batterham, Roy; Christensen, Karl Bang; Elsworth, Gerald; Osborne, Richard H

2018-01-01

Background For people to be able to access, understand, and benefit from the increasing digitalization of health services, it is critical that services are provided in a way that meets the user’s needs, resources, and competence. Objective The objective of the study was to develop a questionnaire that captures the 7-dimensional eHealth Literacy Framework (eHLF). Methods Draft items were created in parallel in English and Danish. The items were generated from 450 statements collected during the conceptual development of eHLF. In all, 57 items (7 to 9 items per scale) were generated and adjusted after cognitive testing. Items were tested in 475 people recruited from settings in which the scale was intended to be used (community and health care settings) and including people with a range of chronic conditions. Measurement properties were assessed using approaches from item response theory (IRT) and classical test theory (CTT) such as confirmatory factor analysis (CFA) and reliability using composite scale reliability (CSR); potential bias due to age and sex was evaluated using differential item functioning (DIF). Results CFA confirmed the presence of the 7 a priori dimensions of eHLF. Following item analysis, a 35-item 7-scale questionnaire was constructed, covering (1) using technology to process health information (5 items, CSR=.84), (2) understanding of health concepts and language (5 items, CSR=.75), (3) ability to actively engage with digital services (5 items, CSR=.86), (4) feel safe and in control (5 items, CSR=.87), (5) motivated to engage with digital services (5 items, CSR=.84), (6) access to digital services that work (6 items, CSR=.77), and (7) digital services that suit individual needs (4 items, CSR=.85). A 7-factor CFA model, using small-variance priors for cross-loadings and residual correlations, had a satisfactory fit (posterior productive P value: .27, 95% CI for the difference between the observed and replicated chi-square values: −63.7 to 133.8). The CFA showed that all items loaded strongly on their respective factors. The IRT analysis showed that no items were found to have disordered thresholds. For most scales, discriminant validity was acceptable; however, 2 pairs of dimensions were highly correlated; dimensions 1 and 5 (r=.95), and dimensions 6 and 7 (r=.96). All dimensions were retained because of strong content differentiation and potential causal relationships between these dimensions. There is no evidence of DIF. Conclusions The eHealth Literacy Questionnaire (eHLQ) is a multidimensional tool based on a well-defined a priori eHLF framework with robust properties. It has satisfactory evidence of construct validity and reliable measurement across a broad range of concepts (using both CTT and IRT traditions) in various groups. It is designed to be used to understand and evaluate people’s interaction with digital health services. PMID:29434011

Investigating the Relationship between Students' Science Knowledge and Their Reported Sources of Information

NASA Astrophysics Data System (ADS)

Buxner, S.; Romine, J.; Impey, C.; Nieberding, M.

2015-11-01

Building on a 25 year study of undergraduate students' science literacy, we have been investigating where students report getting information about science. In this study, we investigated the relationship between students' basic science knowledge, responses about studying something scientifically, and where they report gaining information about science. Data for this study was collected through an online survey of astronomy courses during 2014. Responses were collected from a total of 400 students through online surveys. Most survey respondents were non-science majors in the first two years of college who had taken 3 or fewer college science courses. Our results show a relationship between students who report online searches and Wikipedia as reliable sources of information and lower science literacy scores, although there was no relationship between science knowledge and where students report getting information about science. Our results suggest that information literacy is an important component to overall science literacy.

Literacy-Related Professional Development Preferences of Secondary Teachers

ERIC Educational Resources Information Center

Jones, Shara L.; Lee, Elizabeth A.

2014-01-01

A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

The importance of infrastructure development to high-quality literacy instruction.

PubMed

Cohen, David K; Bhatt, Monica P

2012-01-01

Although the education community has identified numerous effective interventions for improving the literacy of U.S. schoolchildren, little headway has been made in raising literacy capabilities. David K. Cohen and Monica P. Bhatt, of the University of Michigan, contend that a major obstacle is the organizational structure of the U.S. education system. Three features in particular--the lack of educational infrastructure, a decentralized governance system, and the organization of teaching as an occupation--stymie efforts to improve literacy instruction. The authors emphasize that the education system in the United States has always been a patchwork of local school systems that share no common curricula, student examinations, teacher education, or means of observing and improving instruction. Although localities have broad powers over education, few have built the capability to judge or support quality in educational programs. The quality criteria that have developed chiefly concern teachers, not teaching. The decentralization and weak governance of U.S. schooling also deprives teachers of opportunities to build the occupational knowledge and skill that can inform standards for the quality of work, in this case instruction. And, unlike practitioners in other professions teachers have little opportunity to try to strengthen teaching quality by setting standards for entry to the occupation. Cohen and Bhatt review six types of organizational reforms undertaken over the past several decades to improve literacy and other academic outcomes for U.S. students. After briefly describing accountability, comprehensive school reforms, knowledge diffusion, improvement of human capital, and market-based reforms, the authors turn to the Common Core State Standards, an effort initiated by state governors and school leaders to raise student achievement. The authors conclude that the fundamental question about the Common Core, as with the other reforms they discuss, is whether educators and policy makers can mobilize the capability to help states and localities invent, adapt, and implement reliable ways to improve instruction.

Evaluation of instruments to assess health literacy in Arabic language among Iraqis.

PubMed

Al-Jumaili, Ali Azeez; Al-Rekabi, Mohammed Dakhil; Sorofman, Bernard

2015-01-01

Low health literacy is associated with lack of medical information, less use of preventive measures, low medication adherence rates, high health care costs and high risk of hospitalization. The aims were to compare the results of the three health literacy tests, to measure for the first time the health literacy level of Iraqis, to describe the use of standardized health literacy tests, to evaluate reliability and validity of the Arabic versions of these tests, and to investigate whether there is relationship between the participant characteristics and the health literacy level. A convenience sample of 95 subjects was studied in five community pharmacies in Al-Najaf and Babylon governorates, Iraq. Three health literacy tests, the Single Item Literacy Screener (SILS), the New Vital Sign (NVS) and the Short version of the Test of Functional Health Literacy in Adults (S-TOFHLA), were translated in the Arabic language and administered to the pharmacy customers. There were no statistically significant associations between age, gender, education and current education status and NVS score, but there were significant positive associations between the level of education and each one of SILS, New SILS, and S-TOFHLA scores. SILS has one subjective, possibly culturally biased question. Since Iraqis are generally not exposed to reading product labels, the NVS test might be not an accurate measure for them. S-TOFHLA was the most comprehensive test and gave equitable results. The Arabic version of S-TOFHLA can be used to measure health literacy in 22 Arabic speaking countries. Copyright © 2015 Elsevier Inc. All rights reserved.

Beyond reading level: a systematic review of the suitability of cancer education print and Web-based materials.

PubMed

Finnie, Ramona K C; Felder, Tisha M; Linder, Suzanne Kneuper; Mullen, Patricia Dolan

2010-12-01

Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.

Media literacy and positive youth development.

PubMed

Boyd, Michelle J; Dobrow, Julie

2011-01-01

This chapter explores the links among media literacy (specifically news media literacy), civic engagement, and positive youth development (PYD). We begin by providing an overview of the literature on PYD and media literacy, and go on to discuss media literacy in the context of civic development. We also explore the existing literature on the associations between news media use, news media literacy, and civic indicators. In addition, we discuss the promotion of media literacy (with a focus on news media literacy) and PYD in educational, extracurricular, and home settings. We conclude with a discussion of the current research in this nascent and interdisciplinary area and, as well, consider directions for future research.

Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy

ERIC Educational Resources Information Center

Hutchison, Amy; Nadolny, Larysa; Estapa, Anne

2016-01-01

In this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how coding apps can be integrated into literacy instruction to support learning of the Common Core English…

Meeting the Challenges of Literacy Difficulties: Developing a Qualification for Specialist Literacy Teachers.

ERIC Educational Resources Information Center

Limbrick, Libby; Parkhill, Faye; Smith, John

In 2001, the New Zealand Ministry of Education awarded a contract to a consortium of three colleges of education to provide a training program that would lead to a new national literacy qualification for a newly developed specialist literacy teaching position--Resource Teacher: Literacy. Resource Teachers of Literacy are skilled and experienced…

Development of a new multimedia instrument to measure cancer-specific quality of life in Portuguese-speaking patients with varying literacy skills.

PubMed

Paiva, Carlos Eduardo; Siquelli, Felipe Augusto Ferreira; Zaia, Gabriela Rossi; de Andrade, Diocésio Alves Pinto; Borges, Marcos Aristoteles; Jácome, Alexandre A; Giroldo, Gisele Augusta Sousa Nascimento; Santos, Henrique Amorim; Hahn, Elizabeth A; Uemura, Gilberto; Paiva, Bianca Sakamoto Ribeiro

2016-01-01

To develop and validate a new multimedia instrument to measure health-related quality of life (HRQOL) in Portuguese-speaking patients with cancer. A mixed-methods study conducted in a large Brazilian Cancer Hospital. The instrument was developed along the following sequential phases: identification of HRQOL issues through qualitative content analysis of individual interviews, evaluation of the most important items according to the patients, review of the literature, evaluation by an expert committee, and pretesting. In sequence, an exploratory factor analysis was conducted (pilot testing, n = 149) to reduce the number of items and to define domains and scores. The psychometric properties of the IQualiV-OG-21 were measured in a large multicentre Brazilian study (n = 323). A software containing multimedia resources were developed to facilitate self-administration of IQualiV-OG-21; its feasibility and patients' preferences ("paper and pencil" vs. software) were further tested (n = 54). An exploratory factor analysis reduced the 30-item instrument to 21 items. The IQualiV-OG-21 was divided into 6 domains: emotional, physical, existential, interpersonal relationships, functional and financial. The multicentre study confirmed that it was valid and reliable. The electronic multimedia instrument was easy to complete and acceptable to patients. Regarding preferences, 61.1 % of them preferred the electronic format in comparison with the paper and pencil format. The IQualiV-OG-21 is a new valid and reliable multimedia HRQOL instrument that is well-understood, even by patients with low literacy skills, and can be answered quickly. It is a useful new tool that can be translated and tested in other cultures and languages.

Self-reported functional, communicative, and critical health literacy on foodborne diseases in Accra, Ghana.

PubMed

Gupta, Sangeeta; Tutu, Raymond Asare; Boateng, John; Busingye, Janice Desire; Elavarthi, Sathya

2018-01-01

Although substantial progress has been made in reducing total mortality resulting from foodborne diseases, diarrheal illness are still the second most common illnesses among children. In Ghana, foodborne diseases have consistently been among the top 20 causes of outpatient illness over the last couple of decades. This study, therefore, examines health literacy on foodborne diseases and the relative effects of health literacy on self-rated health. Foodborne diseases are major causes of morbidity and mortality globally. A mixed-method approach was used for this study. A survey questionnaire and an in-depth interview guideline were administered to samples of 401 and 30 individuals, respectively. We undertook reliability and validity analyses. ANOVA and chi-square tests were undertaken to assess bivariate association between health literacy and demographic variables as well as health status. Ordinal logistic regression models were used to examine the relative effects of health literacy on self-rated health status controlling for individual characteristics. The instrument was internally consistent (Cronbach alpha = 0.744) and valid. On health literacy, 40% of the respondents reported not to require help when they are given information on foodborne diseases to read by a doctor, nurse, or pharmacist. Approximately 60% of respondents need help with completing or filling out hospital documents. Educational level was found to be positively related to functional health literacy. Ordinal logit regression models showed that health literacy is a predictor of self-rated health after controlling for demographic variables. Functional literacy is relatively low in the community. There is a positive association between educational level and functional health literacy. The study has also demonstrated the direct positive relationship between health literacy and health status controlling for covariates. Subsequent studies will need to examine multiple level dimensions of health literacy with direct link between specific foodborne diseases and health literacy.

National Literacy Trust Survey in Partnership with Nursery World: Investigating Communication, Language and Literacy Development in the Early Years Sector

ERIC Educational Resources Information Center

Halden, Amanda; Clark, Christina; Lewis, Fiona

2011-01-01

In May 2011 "Nursery World" and the National Literacy Trust launched its language development survey to celebrate Hello; the national year of communication. The National Literacy Trust teamed up with "Nursery World" to carry out research into the sector's support for children's language and literacy development. Two hundred…

Depression and self-esteem: rapid screening for depression in black, low literacy, hospitalized tuberculosis patients.

PubMed

Westaway, M S; Wolmarans, L

1992-11-01

One hundred black hospitalized tuberculosis (TB) patients (75 males and 25 females) were interviewed to ascertain levels of depression and self-esteem. The standard of literacy for 65% of the sample was such that they were unable to complete a self-report inventory. Reliability (internal consistency) was good for the 21-item Beck Depression Inventory (BDI: r = 0.79), the 13-item shortened BDI (ABDI: r = 0.76) and the Rosenberg Self-Esteem scale (RSE: r = 0.78). There was a significant positive relationship between the BDI and the ABDI (r = 0.92, P = 0.0001). The recommended ABDI cut-off scores established no depression for 32 patients, mild depression for 22 patients, moderate depression for 38 patients and severe depression for 8 patients. There were significant negative relationships between the BDI and the RSE (r = -0.54, P = 0.0001), and between the ABDI and the RSE (r = -0.56, P = 0.0001). Self-esteem scores dropped in accordance with category of depression, revealing that low self-esteem is a characteristic feature of depression. It was concluded that the ABDI was a reliable, rapid, initial screening device for depression in black persons with low literacy levels.

How much do we count? Interpretation and error-making in the decennial census.

PubMed

Iversen, R R; Furstenberg, F F; Belzer, A A

1999-02-01

Following a critique of the 1990 decennial census procedures, we conducted a field study among low-income, inner-city residents in 1991 to examine how they conceptualized and managed the civic task of census response. Interpretations about the purpose and meaning of the census, about commitment to the task, and about connection to government, singly and together with literacy skills (e.g., reading and general literacy competence), were associated with errors that are not detectable by evaluative methodologies used regularly by the Census Bureau. The validity and reliability of census data, and possibly other self-administered survey research, will be increased by greater use of knowledge about both interpretation and literacy skills in formulating data collection procedures.

Key lessons for designing health literacy professional development courses.

PubMed

Naccarella, Lucio; Murphy, Bernice

2018-02-01

Health literacy courses for health professionals have emerged in response to health professionals' perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger's professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger's educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger's educational learning design framework can inform the design of future key pedagogic features of health literacy courses.

Cultural health literacy: the experiences of Māori in palliative care.

PubMed

Kidd, Jacquie; Black, Stella; Blundell, Rawiri; Peni, Tamati

2018-05-01

Health literacy is a concept that is frequently applied to the patient's ability to find and comprehend health information. However, recent literature has included the skill of the health professional and the accessibility of health resources as important factors in the level of health literacy achieved by individuals and populations. In 2014 a qualitative study undertaken in Aotearoa New Zealand, investigated the context of health literacy for Māori in a palliative care setting (Māori are the indigenous people of Aotearoa New Zealand). The study included the experiences of patients, whānau (families), and health professionals. Individual semi-structured interviews were held with 21 patients, whānau and six key informants: a medical specialist, a service leader involved in developing culturally specific responses to patients, two Māori service managers, and two Māori health team leaders. Focus groups were held with a total of 54 health professionals providing palliative care services. A thematic analysis was undertaken using a general inductive approach. The trustworthiness and reliability of the analysis was supported by sharing analysis of the transcripts among the research team. Member checking or respondent validation was used in seeking confirmation of the interim findings at five hui (meetings) with the research communities involved. This study found that the shock and grief that attends a life-limiting illness made hearing and processing health information very difficult for patients and whānau. Further, 'hard conversations' about moving from active treatment to palliative care were often avoided by health professionals, leaving patients and whānau distressed and confused about their choices and prognosis. Finally, poor cultural health literacy on the part of organisations has likely impacted on late access to or avoidance of palliative care for Māori.

[Training, the key to improving eHealth literacy of upper secondary school students].

PubMed

Hernández-Rabanal, Carme; Vall, Aurora; Boter, Clara

To explore whether training on strategies to identify and assess health-related information online has a positive impact on students' perception of their own eHealth literacy. The validated eHealth Literacy Scale (eHEALS) was administered to a sample of upper secondary school students, aged 15-18. One week later, they attended a training session on how to search and identify reliable health-related information and resources online. The eHEALS was administered again at the end of this session. Information about gender and school year was collected in both sessions. Perceived eHealth literacy was assessed by comparing the scores obtained before and after the session. Bivariate and multiple linear regressions were completed. Of the 298 students enrolled in upper secondary school (Bachillerato), 285 were included in the study. Approximately 52.28% (149) were female, and 47.72% (136) were male. The mean eHEALS score before the session was 24.19 (range: 8-40), and was 28.54 after it. The training was associated with higher perceived eHealth literacy scores (p <0,0001). Health literacy was positively associated with the usefulness and importance students give the Internet. Attendance at a training session on strategies to identify and assess health-related resources online is associated with higher levels of perceived eHealth literacy. Implementing specific training sessions on eHealth literacy in upper secondary school is a promising approach for enhancing students' eHealth literacy. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Communication: Literacy and Development. Some Aspects of Literacy and Its Relation to the Development of Subsistence Agriculture in Rhodesia.

ERIC Educational Resources Information Center

Smith, G. A.

A preliminary discussion is presented of the relationship between literacy and rural development in the Tribal Trust Lands (TTL) of Rhodesia. The discussion is comprised of three sections: a consideration of the literacy continuum among the African population of Rodesia; results of a small study of literacy retention in a TTL; and a brief account…

The development of health literacy in patients with a long-term health condition: the health literacy pathway model

PubMed Central

2012-01-01

Background Inadequate health literacy has been associated with poor management of long-term health conditions and has been identified as a key social determinant of health outcomes. However, little is understood about how health literacy might develop over time or the processes by which people may become more health literate. Our objectives were to describe how patients with a long-term condition practice health literacy in the management of their health and communication with health professionals, how they become more health literate over time and their experience of using health services. We also sought to identify and describe the motivations, facilitators and barriers in the practice of health literacy in healthcare consultations. Methods We designed a longitudinal qualitative study using serial interviews with 18 participants to explore their experiences of learning to manage their condition and their experiences of health literacy when participating in healthcare processes. Participants were recruited from patient education programmes and were interviewed three times over a period of 9 months. A framework approach was used to analyse data. Results A model is presented that illustrates the development of health literacy along a trajectory that includes the development of knowledge, health literacy skills and practices, health literacy actions, abilities in seeking options and informed and shared decision making opportunities. Motivations and barriers to developing and practising health literacy skills partly reflected participants' characteristics but were also influenced by health professionals. Some participants developed their health literacy to a point where they became more involved in healthcare processes (including informed and shared decision-making). Conclusions Patients with a long-term condition can develop health literacy skills over time and put their skills into practice in becoming more active in healthcare consultations. Our findings have implications for developing health literacy interventions aimed at patient involvement in healthcare processes and improved self-management of long-term conditions. PMID:22332990

Women and Literacy. Women and World Development Series.

ERIC Educational Resources Information Center

Ballara, Marcela

This book examines the connection between poverty and illiteracy among women in a global context and presents guidelines for developing literacy activities for women. The following topics are covered: defining literacy (negative effects of illiteracy and literacy programs for women); global context (literacy gap, gender disparities, urban/rural…

Answering the call: a tool that measures functional breast cancer literacy.

PubMed

Williams, Karen Patricia; Templin, Thomas N; Hines, Resche D

2013-01-01

There is a need for health care providers and health care educators to ensure that the messages they communicate are understood. The purpose of this research was to test the reliability and validity, in a culturally diverse sample of women, of a revised Breast Cancer Literacy Assessment Tool (Breast-CLAT) designed to measure functional understanding of breast cancer in English, Spanish, and Arabic. Community health workers verbally administered the 35-item Breast-CLAT to 543 Black, Latina, and Arab American women. A confirmatory factor analysis using a 2-parameter item response theory model was used to test the proposed 3-factor Breast-CLAT (awareness, screening and knowledge, and prevention and control). The confirmatory factor analysis using a 2-parameter item response theory model had a good fit (TLI = .91, RMSEA = .04) to the proposed 3-factor structure. The total scale reliability ranged from .80 for Black participants to .73 for total culturally diverse sample. The three subscales were differentially predictive of family history of cancer. The revised Breast-CLAT scales demonstrated internal consistency reliability and validity in this multiethnic, community-based sample.

The Contribution of the Human Development Index Literacy Theory to the Debate on Literacy and Development

ERIC Educational Resources Information Center

Biao, Idowu; Mogotsi, Kebadire; Maruatona, Tonic; Raditloaneng, Wapula; Tladi, Flora; Chawawa, Morgan; Kheru, Obakeng

2014-01-01

The Human Development Index Literacy (HDIL) theory was developed in 2011 to eliminate or minimise the negative impact of issues underlying the failure of previous literacy programmes in promoting socio-economic development. This theory was tested for the first time between July 2013 and February 2014 in two rural communities of Botswana. A…

Developing Basic and Higher Level Reading Processing Skills: Exploring an Instructional Framework with the Progress in International Reading Literacy Study (PIRLS) 2006 Database

ERIC Educational Resources Information Center

Deasy, Michael Joseph

2012-01-01

Concern over worldwide literacy rates prompted the United Nations to establish the UN Literacy Decade (2003-2012) with one area of focus being to provide support to schools to develop effective literacy programs (UNESCO, 2005). This study addressed the area of providing support to schools to develop effective literacy programs by exploring the…

Adult Literacy Benefits? New Opportunities for Research into Sustainable Development

ERIC Educational Resources Information Center

Post, David

2016-01-01

Understandings of "literacy" broadened after the United Nations Development Decade of the 1960s. The corresponding research into the benefits of literacy also widened its focus beyond economic growth. The effects of adult literacy and its correlates appeared diffuse with the rise of New Literacy Studies, and the scholarship on…

Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Program Reform.

ERIC Educational Resources Information Center

Meier, Daniel R.; Britsch, Susan J.

Preschool can be an opportunity to emphasize literacy teaching and learning and to develop the role of "literacy as community," rather than being only kindergarten preparation. The results of two studies view children's literacy development as a dynamic, developmental process involving language, thought, and social interaction. In…

Preschool Home Literacy Practices and Children's Literacy Development: A Longitudinal Analysis

ERIC Educational Resources Information Center

Hood, Michelle; Conlon, Elizabeth; Andrews, Glenda

2008-01-01

In this 3-year longitudinal study, the authors tested and extended M. Senechal and J. Le Fevre's (2002) model of the relationships between preschool home literacy practices and children's literacy and language development. Parent-child reading (Home Literacy Environment Questionnaire plus a children's Title Recognition Test) and parental teaching…

The Development of STAR Early Literacy. Report.

ERIC Educational Resources Information Center

School Renaissance Inst., Inc., Madison, WI.

This report describes the development and testing of a computerized early literacy diagnostic assessment for students in prekindergarten to grade 3 that can measure skills across a variety of preliteracy and reading domains. The STAR Early Literacy assessment was developed by a team of more than 50 people, including literacy experts,…

Emergent Literacy Development and Computer Assisted Instruction

ERIC Educational Resources Information Center

Trotti, Judy; Hendricks, Randy; Bledsoe, Christie

2017-01-01

In this mixed-methods study, researchers examined the literacy development of prekindergarten students (N = 162) randomly placed in one of two treatment groups with each receiving 15 minutes of computer-assisted literacy instruction for four months. Literacy development of a control group of children not receiving computer-assisted instruction was…

Reliability and Validity of the Telephone-Based eHealth Literacy Scale Among Older Adults: Cross-Sectional Survey.

PubMed

Stellefson, Michael; Paige, Samantha R; Tennant, Bethany; Alber, Julia M; Chaney, Beth H; Chaney, Don; Grossman, Suzanne

2017-10-26

Only a handful of studies have examined reliability and validity evidence of scores produced by the 8-item eHealth literacy Scale (eHEALS) among older adults. Older adults are generally more comfortable responding to survey items when asked by a real person rather than by completing self-administered paper-and-pencil or online questionnaires. However, no studies have explored the psychometrics of this scale when administered to older adults over the telephone. The objective of our study was to examine the reliability and internal structure of eHEALS data collected from older adults aged 50 years or older responding to items over the telephone. Respondents (N=283) completed eHEALS as part of a cross-sectional landline telephone survey. Exploratory structural equation modeling (E-SEM) analyses examined model fit of eHEALS scores with 1-, 2-, and 3-factor structures. Subsequent analyses based on the partial credit model explored the internal structure of eHEALS data. Compared with 1- and 2-factor models, the 3-factor eHEALS structure showed the best global E-SEM model fit indices (root mean square error of approximation=.07; comparative fit index=1.0; Tucker-Lewis index=1.0). Nonetheless, the 3 factors were highly correlated (r range .36 to .65). Item analyses revealed that eHEALS items 2 through 5 were overfit to a minor degree (mean square infit/outfit values <1.0; t statistics less than -2.0), but the internal structure of Likert scale response options functioned as expected. Overfitting eHEALS items (2-5) displayed a similar degree of information for respondents at similar points on the latent continuum. Test information curves suggested that eHEALS may capture more information about older adults at the higher end of the latent continuum (ie, those with high eHealth literacy) than at the lower end of the continuum (ie, those with low eHealth literacy). Item reliability (value=.92) and item separation (value=11.31) estimates indicated that eHEALS responses were reliable and stable. Results support administering eHEALS over the telephone when surveying older adults regarding their use of the Internet for health information. eHEALS scores best captured 3 factors (or subscales) to measure eHealth literacy in older adults; however, statistically significant correlations between these 3 factors suggest an overarching unidimensional structure with 3 underlying dimensions. As older adults continue to use the Internet more frequently to find and evaluate health information, it will be important to consider modifying the original eHEALS to adequately measure societal shifts in online health information seeking among aging populations. ©Michael Stellefson, Samantha R Paige, Bethany Tennant, Julia M Alber, Beth H Chaney, Don Chaney, Suzanne Grossman. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 26.10.2017.

Adult literacy benefits? New opportunities for research into sustainable development

NASA Astrophysics Data System (ADS)

Post, David

2016-12-01

Understandings of "literacy" broadened after the United Nations Development Decade of the 1960s. The corresponding research into the benefits of literacy also widened its focus beyond economic growth. The effects of adult literacy and its correlates appeared diffuse with the rise of New Literacy Studies, and the scholarship on consequences seemed less essential to advocates following the rise of a human rights perspective on education. In 2016 the agenda for literacy research has returned - but at a higher level - to concern over its benefits. The United Nations Sustainable Development Goals (SDGs) have reintegrated literacy research within an agenda to understand the channels through which literacy skills might effect change. This article briefly reviews progress in adult literacy, touches on existing perspectives on literacy, and then illustrates four recent sources of information useful in the revitalised agenda offered by the SDGs. Data from the Programme for the International Assessment of Adult Competencies (PIAAC) study conducted by the Organisation for Economic Co-operation and Development (OECD), the World Values Survey (WVS), and the World Bank's Skills Toward Employment and Productivity (STEP) study are now available to researchers wishing to link educational change with attitudinal and behavioural change. Another important resource are the emerging data on mobile learning. By integrating literacy into the SDGs, literacy researchers can reveal the channels through which literacy can contribute to social welfare and transformation.

Literacy in Fiji: Its Origins and Its Development.

ERIC Educational Resources Information Center

Mangubhai, Francis

1987-01-01

The history of literacy in Fiji, where levels of literacy in both vernacular and English have been low, is discussed. A project to improve literacy in educational contexts is described. Current problems and future developments are discussed. (Author/MT)

Development and Validation of Scientific Literacy Scale for College Preparedness in STEM with Freshmen from Diverse Institutions

ERIC Educational Resources Information Center

Benjamin, Thomas E.; Marks, Bryant; Demetrikopoulos, Melissa K.; Rose, Jordan; Pollard, Ethen; Thomas, Alicia; Muldrow, Lycurgus L.

2017-01-01

Although a major goal of Science, Technology, Engineering, and Mathematics (STEM) education is to develop scientific literacy, prior efforts at measuring scientific literacy have not attempted to link scientific literacy with success in STEM fields. The current Scientific Literacy Survey for College Preparedness in STEM (SLSCP-STEM) scale was…

Language Policy and Literacy Practices in the Family: The Case of Ethiopian Parental Narrative Input

ERIC Educational Resources Information Center

Stavans, Anat

2012-01-01

The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by…

Earthing Spiritual Literacy: How to Link Spiritual Development and Education to a New Earth Consciousness?

ERIC Educational Resources Information Center

King, Ursula

2010-01-01

This article discusses the development of spiritual literacy in relation to a new consciousness of the Earth and what Thomas Berry calls "Earth literacy". It draws on the metaphor of "earthing" to argue for a close link between spiritual literacy and Earth literacy, considered of great importance for both personal spiritual…

Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

ERIC Educational Resources Information Center

Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

2016-01-01

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

Literacy Engagement and Parental Development through Even Start Family Literacy Participation

ERIC Educational Resources Information Center

Robinson, Petra A.

2012-01-01

This study examined how parental participation in Even Start programs contributes to family literacy engagement and parental development. More specifically, its primary aim was to develop an understanding of how parental participation in the program influences their reading behaviors and other literacy practices as well as to highlight observed…

Exploring the Literacy Environment: A Case Study from Urban Senegal

ERIC Educational Resources Information Center

Shiohata, Mariko

2010-01-01

The low literacy rates in developing countries have been repeatedly problematized as a major constraint to socioeconomic development by education planners and policy makers. In the 1950s and 1960s, the dominant rationale for literacy development was one of promoting economic growth. In more recent years, by contrast, literacy has increasingly come…

Health literacy and public health: a systematic review and integration of definitions and models.

PubMed

Sørensen, Kristine; Van den Broucke, Stephan; Fullam, James; Doyle, Gerardine; Pelikan, Jürgen; Slonska, Zofia; Brand, Helmut

2012-01-25

Health literacy concerns the knowledge and competences of persons to meet the complex demands of health in modern society. Although its importance is increasingly recognised, there is no consensus about the definition of health literacy or about its conceptual dimensions, which limits the possibilities for measurement and comparison. The aim of the study is to review definitions and models on health literacy to develop an integrated definition and conceptual model capturing the most comprehensive evidence-based dimensions of health literacy. A systematic literature review was performed to identify definitions and conceptual frameworks of health literacy. A content analysis of the definitions and conceptual frameworks was carried out to identify the central dimensions of health literacy and develop an integrated model. The review resulted in 17 definitions of health literacy and 12 conceptual models. Based on the content analysis, an integrative conceptual model was developed containing 12 dimensions referring to the knowledge, motivation and competencies of accessing, understanding, appraising and applying health-related information within the healthcare, disease prevention and health promotion setting, respectively. Based upon this review, a model is proposed integrating medical and public health views of health literacy. The model can serve as a basis for developing health literacy enhancing interventions and provide a conceptual basis for the development and validation of measurement tools, capturing the different dimensions of health literacy within the healthcare, disease prevention and health promotion settings.

Implementation of a training program for low-literacy promotoras in oral rehydration therapy.

PubMed

Amerson, Roxanne; Hall-Clifford, Rachel; Thompson, Beti; Comninellas, Nicholas

2015-01-01

The purpose of this study was to ascertain the effectiveness of a culturally appropriate promotora training program related to oral rehydration therapy and diarrheal management. Factors that influenced the development, implementation, and evaluation of the program provided to low-literacy women in Guatemala are explored. Promotora training was conducted with 15 Mayan women from a rural community in the highlands of Guatemala. Women were selected by leaders of the community to participate in the program. Quantitative data were collected and analyzed to determine descriptive statistics and reliability coefficients for the pretests and posttests. A nonparametric Wilcoxon test for paired-samples was conducted. The qualitative data from the program evaluations were analyzed for themes. Mean scores increased from 41.73 (SD = 9.65) to 70.33 (SD = 21.29) on the pretest and posttest. The Cronbach's alpha was 0.54 on the pretest with 0.65 on the posttest. The Wilcoxon test demonstrated a significant difference between the pretest and posttest scores (Z = 3.040, p < .05). Extremely low-literacy levels played a major role in the ability of the women to successfully complete the requirements of the training program. The curriculum demonstrated effectiveness, but will benefit from replication with a larger sample. © 2014 Wiley Periodicals, Inc.

Being an Informed Consumer of Health Information and Assessment of Electronic Health Literacy in a National Sample of Internet Users: Validity and Reliability of the e-HLS Instrument.

PubMed

Seçkin, Gül; Yeatts, Dale; Hughes, Susan; Hudson, Cassie; Bell, Valarie

2016-07-11

The Internet, with its capacity to provide information that transcends time and space barriers, continues to transform how people find and apply information to their own lives. With the current explosion in electronic sources of health information, including thousands of websites and hundreds of mobile phone health apps, electronic health literacy is gaining an increasing prominence in health and medical research. An important dimension of electronic health literacy is the ability to appraise the quality of information that will facilitate everyday health care decisions. Health information seekers explore their care options by gathering information from health websites, blogs, Web-based forums, social networking websites, and advertisements, despite the fact that information quality on the Internet varies greatly. Nonetheless, research has lagged behind in establishing multidimensional instruments, in part due to the evolving construct of health literacy itself. The purpose of this study was to examine psychometric properties of a new electronic health literacy (ehealth literacy) measure in a national sample of Internet users with specific attention to older users. Our paper is motivated by the fact that ehealth literacy is an underinvestigated area of inquiry. Our sample was drawn from a panel of more than 55,000 participants maintained by Knowledge Networks, the largest national probability-based research panel for Web-based surveys. We examined the factor structure of a 19-item electronic Health Literacy Scale (e-HLS) through exploratory factor analysis (EFA) and confirmatory factor analysis, internal consistency reliability, and construct validity on sample of adults (n=710) and a subsample of older adults (n=194). The AMOS graphics program 21.0 was used to construct a measurement model, linking latent factors obtained from EFA with 19 indicators to determine whether this factor structure achieved a good fit with our entire sample and the subsample (age ≥ 60 years). Linear regression analyses were performed in separate models to examine: (1) the construct validity of the e-HLS and (2) its association with respondents' demographic characteristics and health variables. The EFA produced a 3-factor solution: communication (2 items), trust (4 items), and action (13 items). The 3-factor structure of the e-HLS was found to be invariant for the subsample. Fit indices obtained were as follows: full sample: χ(2) (710)=698.547, df=131, P<.001, comparative fit index (CFI)=0.94, normed fit index (NFI)=0.92, root mean squared error of approximation (RMSEA)=0.08; and for the older subsample (age ≥ 60 years): χ(2) (194)=275.744, df=131, P<.001, CFI=0.95, NFI=0.90, RMSEA=0.08. The analyses supported the e-HLS validity and internal reliability for the full sample and subsample. The overwhelming majority of our respondents reported a great deal of confidence in their ability to appraise the quality of information obtained from the Internet, yet less than half reported performing quality checks contained on the e-HLS.

Being an Informed Consumer of Health Information and Assessment of Electronic Health Literacy in a National Sample of Internet Users: Validity and Reliability of the e-HLS Instrument

PubMed Central

Yeatts, Dale; Hughes, Susan; Hudson, Cassie; Bell, Valarie

2016-01-01

Background The Internet, with its capacity to provide information that transcends time and space barriers, continues to transform how people find and apply information to their own lives. With the current explosion in electronic sources of health information, including thousands of websites and hundreds of mobile phone health apps, electronic health literacy is gaining an increasing prominence in health and medical research. An important dimension of electronic health literacy is the ability to appraise the quality of information that will facilitate everyday health care decisions. Health information seekers explore their care options by gathering information from health websites, blogs, Web-based forums, social networking websites, and advertisements, despite the fact that information quality on the Internet varies greatly. Nonetheless, research has lagged behind in establishing multidimensional instruments, in part due to the evolving construct of health literacy itself. Objective The purpose of this study was to examine psychometric properties of a new electronic health literacy (ehealth literacy) measure in a national sample of Internet users with specific attention to older users. Our paper is motivated by the fact that ehealth literacy is an underinvestigated area of inquiry. Methods Our sample was drawn from a panel of more than 55,000 participants maintained by Knowledge Networks, the largest national probability-based research panel for Web-based surveys. We examined the factor structure of a 19-item electronic Health Literacy Scale (e-HLS) through exploratory factor analysis (EFA) and confirmatory factor analysis, internal consistency reliability, and construct validity on sample of adults (n=710) and a subsample of older adults (n=194). The AMOS graphics program 21.0 was used to construct a measurement model, linking latent factors obtained from EFA with 19 indicators to determine whether this factor structure achieved a good fit with our entire sample and the subsample (age ≥ 60 years). Linear regression analyses were performed in separate models to examine: (1) the construct validity of the e-HLS and (2) its association with respondents’ demographic characteristics and health variables. Results The EFA produced a 3-factor solution: communication (2 items), trust (4 items), and action (13 items). The 3-factor structure of the e-HLS was found to be invariant for the subsample. Fit indices obtained were as follows: full sample: χ2 (710)=698.547, df=131, P<.001, comparative fit index (CFI)=0.94, normed fit index (NFI)=0.92, root mean squared error of approximation (RMSEA)=0.08; and for the older subsample (age ≥ 60 years): χ2 (194)=275.744, df=131, P<.001, CFI=0.95, NFI=0.90, RMSEA=0.08. Conclusions The analyses supported the e-HLS validity and internal reliability for the full sample and subsample. The overwhelming majority of our respondents reported a great deal of confidence in their ability to appraise the quality of information obtained from the Internet, yet less than half reported performing quality checks contained on the e-HLS. PMID:27400726

A Qualitative Study of the Development of Health Literacy Capacities of Participants Attending a Community-Based Cardiovascular Health Programme.

PubMed

McKenna, Verna B; Sixsmith, Jane; Barry, Margaret M

2018-06-02

Health literacy is a critical determinant of health, which can empower individuals and lead to engagement in collective health promotion action and is also a crucial component in the self-management of illness. The current study moves beyond a focus on functional health literacy and presents findings from a longitudinal qualitative (LQ) study consisting of three phases. This paper presents findings from the second phase of the study, which assessed the development of health literacy capacities of individuals attending a structured cardiovascular risk reduction programme in Ireland. The study objectives were to: explore perceptions of changes in interactions and information exchange within health consultations; identify the facilitators associated with changes in health literacy capacities; assess developments in engagement with broader contexts for health literacy capacities. A LQ study design was undertaken, which employed repeat interview methodology with 19 participants (aged 36⁻76 years) 12 weeks after beginning a structured cardiovascular risk reduction programme. Health literacy levels were assessed using the HLS-EU 47 item instrument in phase 1 (68% limited health literacy (HL), 32% adequate health literacy). A semi-structured interview guide, (informed by Sørensen's conceptual model of health literacy), was used to explore the development of health literacy and to identify changes in knowledge, attitudes and experiences over time. Thematic analysis was used, informed by aspects of Saldaña's framework for longitudinal qualitative data analysis. All participants reported having acquired increased understanding of issues relevant to their health and self-care. Participants described health literacy capacities that incorporate aspects of all levels of health literacy (functional, interactive and critical). Core themes were identified corresponding to changes in these levels: re-engagement with health information and increased understanding of risk and protective factors (changes in functional health literacy); changes in interactions with healthcare providers (HCP) (changes in interactive health literacy); enhanced psychological insights and understanding the broader determinants of health (changes in critical health literacy). Findings support the development of health literacy capacities across the functional, interactive and critical health literacy domains. Participants are capable of locating responsibility for health beyond the individual level and are making sense of knowledge within their own social contexts. Individuals, regardless of their initial health literacy levels, are capable of engaging with broader issues that can impact on their health and can be supported to develop these critical health literacy capacities.

Measuring patient activation in The Netherlands: translation and validation of the American short form Patient Activation Measure (PAM13).

PubMed

Rademakers, Jany; Nijman, Jessica; van der Hoek, Lucas; Heijmans, Monique; Rijken, Mieke

2012-07-31

The American short form Patient Activation Measure (PAM) is a 13-item instrument which assesses patient (or consumer) self-reported knowledge, skills and confidence for self-management of one's health or chronic condition. In this study the PAM was translated into a Dutch version; psychometric properties of the Dutch version were established and the instrument was validated in a panel of chronically ill patients. The translation was done according to WHO guidelines. The PAM 13-Dutch was sent to 4178 members of the Dutch National Panel of people with Chronic illness or Disability (NPCD) in April 2010 (study A) and again to a sub sample of this group (N = 973) in June 2010 (study B). Internal consistency, test-retest reliability and cross-validation with the SBSQ-D (a measure for Health literacy) were computed. The Dutch results were compared to similar Danish and American data. The psychometric properties of the PAM 13-Dutch were generally good. The level of internal consistency is good (α = 0.88) and item-rest correlations are moderate to strong. The Dutch mean PAM score (61.3) is comparable to the American (61.9) and lower than the Danish (64.2). The test-retest reliability was moderate. The association with Health literacy was weak to moderate. The PAM-13 Dutch is a reliable instrument to measure patient activation. More research is needed into the validity of the Patient Activation Measure, especially with respect to a more comprehensive measure of Health literacy.

Community Literacy at Work with STRIDE (Success Through Reading Improvement and DEvelopment): Overview of a Successful Community Literacy Program.

ERIC Educational Resources Information Center

Macy, Rita

STRIDE (Success Through Reading Improvement and DEvelopment) is a literacy program developed in 1986 by Crowder College, located in the rural Ozarks of southwestern Missouri. Serving all age groups with trained literacy tutors ranging in age from 11 to over 60, STRIDE has been built on five main activities: (1) develop a philosophy that is…

The Uses and Consequences of Literacy in the Daily Lives of Ordinary People: From an Evaluation of Adult Literacy Organization of Zimbabwe (ALOZ).

ERIC Educational Resources Information Center

Bhola, H. S.

To evaluate the Adult Literacy Organization of Zimbabwe (ALOZ), an organization whose aim is to achieve universal literacy in Zimbabwe, a study interviewed officials at ALOZ, the United States Agency for International Development (USAID), and other institutions involved in literacy development; reviewed relevant literature and documents;…

The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children's Language and Literacy Development

ERIC Educational Resources Information Center

Puglisi, Marina L.; Hulme, Charles; Hamilton, Lorna G.; Snowling, Margaret J.

2017-01-01

The home literacy environment is a well-established predictor of children's language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children's reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study…

The Efficacy of HeadsUp! Reading in Missouri on Teachers' Knowledge of Emergent Literacy: A Satellite-Based Literacy Development Training Course

ERIC Educational Resources Information Center

Henk, Jennifer K.; Morrison, Johnetta W.; Thornburg, Kathy R.; Raya-Carlton, Pamela

2007-01-01

Literacy is a concept that is continually evolving (Barr, Watts-Taffe, & Yokota, 2000). It is widely agreed that literacy emerges from a variety of abilities (Dickinson & McCabe, 2001). This perspective on development has implications for interventions because, if literacy-related skills emerge as interrelated systems, then optimal…

Sparks Fade, Knowledge Stays: The National Early Literacy Panel's Report Lacks Staying Power

ERIC Educational Resources Information Center

Neuman, Susan B.

2010-01-01

In this article, the author talks about "Developing Early Literacy," the report of the National Early Literacy Panel. The panel, which consisted of nine experts, was convened by the National Institute for Literacy to synthesize the research on the development of literacy from birth through age 5. Over the eight years of their work, only 190…

A Multidimensional Tool Based on the eHealth Literacy Framework: Development and Initial Validity Testing of the eHealth Literacy Questionnaire (eHLQ).

PubMed

Kayser, Lars; Karnoe, Astrid; Furstrand, Dorthe; Batterham, Roy; Christensen, Karl Bang; Elsworth, Gerald; Osborne, Richard H

2018-02-12

For people to be able to access, understand, and benefit from the increasing digitalization of health services, it is critical that services are provided in a way that meets the user's needs, resources, and competence. The objective of the study was to develop a questionnaire that captures the 7-dimensional eHealth Literacy Framework (eHLF). Draft items were created in parallel in English and Danish. The items were generated from 450 statements collected during the conceptual development of eHLF. In all, 57 items (7 to 9 items per scale) were generated and adjusted after cognitive testing. Items were tested in 475 people recruited from settings in which the scale was intended to be used (community and health care settings) and including people with a range of chronic conditions. Measurement properties were assessed using approaches from item response theory (IRT) and classical test theory (CTT) such as confirmatory factor analysis (CFA) and reliability using composite scale reliability (CSR); potential bias due to age and sex was evaluated using differential item functioning (DIF). CFA confirmed the presence of the 7 a priori dimensions of eHLF. Following item analysis, a 35-item 7-scale questionnaire was constructed, covering (1) using technology to process health information (5 items, CSR=.84), (2) understanding of health concepts and language (5 items, CSR=.75), (3) ability to actively engage with digital services (5 items, CSR=.86), (4) feel safe and in control (5 items, CSR=.87), (5) motivated to engage with digital services (5 items, CSR=.84), (6) access to digital services that work (6 items, CSR=.77), and (7) digital services that suit individual needs (4 items, CSR=.85). A 7-factor CFA model, using small-variance priors for cross-loadings and residual correlations, had a satisfactory fit (posterior productive P value: .27, 95% CI for the difference between the observed and replicated chi-square values: -63.7 to 133.8). The CFA showed that all items loaded strongly on their respective factors. The IRT analysis showed that no items were found to have disordered thresholds. For most scales, discriminant validity was acceptable; however, 2 pairs of dimensions were highly correlated; dimensions 1 and 5 (r=.95), and dimensions 6 and 7 (r=.96). All dimensions were retained because of strong content differentiation and potential causal relationships between these dimensions. There is no evidence of DIF. The eHealth Literacy Questionnaire (eHLQ) is a multidimensional tool based on a well-defined a priori eHLF framework with robust properties. It has satisfactory evidence of construct validity and reliable measurement across a broad range of concepts (using both CTT and IRT traditions) in various groups. It is designed to be used to understand and evaluate people's interaction with digital health services. ©Lars Kayser, Astrid Karnoe, Dorthe Furstrand, Roy Batterham, Karl Bang Christensen, Gerald Elsworth, Richard H Osborne. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 12.02.2018.

Beyond Reading Level: A Systematic Review of the Suitability of Cancer Education Print and Web-based Materials

PubMed Central

Finnie, Ramona K.C.; Felder, Tisha M.; Linder, Suzanne Kneuper; Mullen, Patricia Dolan

2010-01-01

Background Consideration of categories related to reading comprehension—beyond reading level—is imperative to reach low literacy populations effectively. “Suitability” has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. Methods We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Results Eleven studies met our criteria.. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the Suitability Assessment of Materials (SAM) and the Comprehensibility Assessment of Materials (SAM + CAM), were described as having any evidence of validity. Studies using SMOG and Fry reported higher average reading level scores than those using FK. Most materials failed criteria for reading level and cultural appropriateness. Conclusions We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments. PMID:20237884

Relation between Family Literacy Practices and Children's Literacy Development: Exploring the Link between Home and School

ERIC Educational Resources Information Center

McMurray, Jaclyn Roverud

2012-01-01

The purpose of this study was to examine the relation between family literacy practices and children's early literacy development. Drawing from a developmental-ecological framework, this study modified existing surveys (e.g., Family Involvement Questionnaire, a.k.a. FIQ, by Fantuzzo, Tighe, & Childs, 2000) to develop the "Family…

Using Ipad Applications to Increase Literacy Skills for Children Prek to Grade 3 with Disabilities

ERIC Educational Resources Information Center

Stone-MacDonald, Angi

2015-01-01

This article, intended to inform educators on how to use iPad apps for literacy development for young children with developmental disabilities, briefly reviews the literature on iPad apps for literacy development, examines key apps for literacy development for children with developmental disabilities, and discusses how to incorporate iPad apps…

Functional health literacy and quality of life of high-school adolescents in state schools in Belo Horizonte.

PubMed

Rocha, Poliana Cristina; Rocha, Dálian Cristina; Lemos, Stela Maris Aguiar

2017-08-10

To investigate the association between functional health literacy and sociodemographic factors, quality of life, self-perception of health, and perception of contexts of violence in adolescents in state schools in Belo Horizonte. This is a cross-sectional analytical observational study with a probabilistic sample of 384 adolescents between 15 and 19 years old. Data collection was carried out in schools and included self-reporting questionnaires to assess the functional health literacy, socioeconomic classification, self-perceived health, and quality of life. The reliability of internal consistency of the functional health literacy instrument was determined by calculating Cronbach's alpha coefficient. A multivariate logistic regression analysis was performed using hierarchical data entry according to the level of determination of the theoretical model established. In order to evaluate the association, a significance level of 5% was considered, while the Odds Ratio used as a measure of the magnitude of the associations. The functional health literacy instrument presented a coefficient of 0.766, indicating adequate internal consistency. More than half of teenagers presented good functional health literacy. In the final model of multivariate analysis, the variables not practicing a religion (p = 0.006; OR = 2.108); social domain of quality of life (p = 0.004; OR = 1.022); and educational domain of quality of life (p = 0.009; OR = 1.019) remained associated with functional health literacy. Not practicing a religion and the increase in the scores of social and educational domains of quality of life increased the chances of better functional health literacy.

Development of a Computer-Based Survey Instrument for Organophosphate and N-Methyl-Carbamate Exposure Assessment among Agricultural Pesticide Handlers

PubMed Central

Hofmann, Jonathan N.; Checkoway, Harvey; Borges, Ofelio; Servin, Flor; Fenske, Richard A.; Keifer, Matthew C.

2010-01-01

Background: Assessment of occupational pesticide exposures based on self-reported information can be challenging, particularly with immigrant farm worker populations for whom specialized methods are needed to address language and cultural barriers and account for limited literacy. An audio computer-assisted self-interview (A-CASI) survey instrument was developed to collect information about organophosphate (OP) and N-methyl-carbamate (CB) exposures and other personal characteristics among male agricultural pesticide handlers for an ongoing cholinesterase biomonitoring study in Washington State. Objectives: To assess the feasibility of collecting data using the A-CASI instrument and evaluate reliability for a subset of survey items. Methods: The survey consisted of 64 items administered in Spanish or English on a touch-screen tablet computer. Participants listened to digitally recorded questions on headphones and selected responses on the screen, most of which were displayed as images or icons to facilitate participation of low literacy respondents. From 2006–2008, a total of 195 participants completed the survey during the OP/CB application seasons on at least one occasion. Percent agreement and kappa coefficients were calculated to evaluate test–retest reliability for selected characteristics among 45 participants who completed the survey on two separate occasions within the same year. Results: Almost all participants self-identified as Hispanic or Latino (98%), and 97% completed the survey in Spanish. Most participants completed the survey in a half-hour or less, with minimal assistance from on-site research staff. Analyses of test–retest reliability showed substantial agreement for most demographic, work history, and health characteristics and at least moderate agreement for most variables related to personal protective equipment use during pesticide applications. Conclusions: This A-CASI survey instrument is a novel method that has been used successfully to collect information about OP/CB exposures and other personal characteristics among Spanish-speaking agricultural pesticide handlers. PMID:20413416

The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.

PubMed

Hulme, Charles; Nash, Hannah M; Gooch, Debbie; Lervåg, Arne; Snowling, Margaret J

2015-12-01

The development of reading skills is underpinned by oral language abilities: Phonological skills appear to have a causal influence on the development of early word-level literacy skills, and reading-comprehension ability depends, in addition to word-level literacy skills, on broader (semantic and syntactic) language skills. Here, we report a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and typically developing control children. Preschool measures of oral language predicted phoneme awareness and grapheme-phoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry. Reading comprehension at 8½ years was predicted by word-level literacy skills at 5½ years and by language skills at 3½ years. These patterns of predictive relationships were similar in both typically developing children and those at risk of literacy difficulties. Our findings underline the importance of oral language skills for the development of both word-level literacy and reading comprehension. © The Author(s) 2015.

Application of the Health Literacy INDEX on the development of a manual for prevention of falls for older adults.

PubMed

Andrade, Isabel; Silva, Catarina; Martins, Anabela Correia

2017-01-01

The Health Literacy INDEX tool has been developed for creating accessible and readable health information materials for people of all literacy levels. To increase knowledge of falls risk factors and actively engage older adults, we developed an improved manual for prevention of falls for low-health literacy older people entitled "Preventing falls-I can do it",with the aid of INDEX. First time application of the INDEX tool for assessing the health literacy demands of available manuals for prevention of falls for older adults and subsequent development of an improved manual using the INDEX tool as a checklist, supported by a pretest phase involving sixteen adults ≥65, living in the community, with literacy ≤4th grade and limited functional health literacy. The engagement of older adults from the target audience and their feedback obtained during the validation process contributed to the development of an improved health literacy- and age-friendly manual for prevention of falls. By offering effective health information materials, older adults can play a more active role in their health care. The manual developed to be health literacy- and age-friendly is available to be included in any multifactorial program for the prevention of falls in older adults. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

"So we would all help pitch in:" The family literacy practices of low-income African American mothers of preschoolers.

PubMed

Jarrett, Robin L; Hamilton, Megan-Brette; Coba-Rodriguez, Sarai

2015-01-01

The development of emergent literacy skills are important for the development of later literacy competencies and affect school readiness. Quantitative researchers document race- and social class-based disparities in emergent literacy competence between low-income African American and middle-income White children. Some researchers suggest that deficits in parenting practices account for limited literacy skills among low-income African American children. A small body of qualitative research on low-income African American families finds that despite economic challenges, some African American families were actively engaged in promoting child literacy development. Using qualitative interviews that emphasize family strengths, we add to this small body of research to highlight positive family practices obscured in many quantitative analyses that concentrate on family shortcomings. Specifically, we examine in-home literacy practices and child literacy development with a sample of low-income African American mothers (families) of preschoolers. Key findings include identification of various literacy activities promoting child literacy development and inclusion of multiple family members assisting in literacy activities. These findings add to substantive discussions of emergent literacy and resilience. Insights from the qualitative interviews also provide culturally-sensitive recommendations to childhood educators and speech-language pathologists (SLP) who work with low-income African American families and children. Reader should recognize that (1) there is not a 'right' phenotype and therefore not a right form of environmental input and (2) that context matters (at both the level of the cell and the individual organism). Copyright © 2015 Elsevier Inc. All rights reserved.

Literacy in the Twenty-First Century: Children, Families and Policy

ERIC Educational Resources Information Center

Saracho, Olivia N.

2017-01-01

Family literacy refers to parents and their children using literacy together at home. They participate in literacy experiences in a natural way during their daily routines. Studies on family literacy show its impact on the children's literacy development. For more than five decades, family literacy studies have demonstrated the importance of the…

Women and Literacy Development in the Third World. Papers Presented at an International Seminar on Women and Literacy Development--Constraints and Prospects (Linkoping, Sweden, August 1991).

ERIC Educational Resources Information Center

Malmquist, Eve, Ed.

Organized to focus world-wide public attention on the massive gender inequalities in many areas of the world, a seminar entitled "Women and Literacy Development--Constraints and Prospects" was held in Sweden during August 1991. This book presents conference papers by female literacy experts from 12 developing nations (three in Latin…

The Effects of Literacy Enriched Classroom Environment Partnered with Quality Adult/Child Interaction on the Development of Emergent Literacy Skills in Preschool Children

ERIC Educational Resources Information Center

Haustein, Susan L.

2012-01-01

This study examines the effect of literacy enriched preschool classroom environments and the quality of adult/child interaction in the classroom on the emergent literacy growth and development of preschool children. Data was collected within the 2009-2010 school year and analyzed to determine if providing a literacy enriched preschool environment…

Health literacy and public health: A systematic review and integration of definitions and models

PubMed Central

2012-01-01

Background Health literacy concerns the knowledge and competences of persons to meet the complex demands of health in modern society. Although its importance is increasingly recognised, there is no consensus about the definition of health literacy or about its conceptual dimensions, which limits the possibilities for measurement and comparison. The aim of the study is to review definitions and models on health literacy to develop an integrated definition and conceptual model capturing the most comprehensive evidence-based dimensions of health literacy. Methods A systematic literature review was performed to identify definitions and conceptual frameworks of health literacy. A content analysis of the definitions and conceptual frameworks was carried out to identify the central dimensions of health literacy and develop an integrated model. Results The review resulted in 17 definitions of health literacy and 12 conceptual models. Based on the content analysis, an integrative conceptual model was developed containing 12 dimensions referring to the knowledge, motivation and competencies of accessing, understanding, appraising and applying health-related information within the healthcare, disease prevention and health promotion setting, respectively. Conclusions Based upon this review, a model is proposed integrating medical and public health views of health literacy. The model can serve as a basis for developing health literacy enhancing interventions and provide a conceptual basis for the development and validation of measurement tools, capturing the different dimensions of health literacy within the healthcare, disease prevention and health promotion settings. PMID:22276600

The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

NASA Astrophysics Data System (ADS)

Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

2017-11-01

Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

Training Manual Development Program: Dominion Bridge. Final Report. Organizational Needs Assessment of Workplace Literacy Skills & Development of Training Manuals for the Paint Department.

ERIC Educational Resources Information Center

McKeag, Janis

To address specific workplace literacy needs within the steel fabrication sector in Manitoba, an organizational needs assessment was conducted training manuals were developed using literacy task analysis techniques. The organizational needs assessment assessed the general and workplace literacy tasks and demands of hourly workers at Dominion…

Development of the Computer Interface Literacy Measure.

ERIC Educational Resources Information Center

Turner, G. Marc; Sweany, Noelle Wall; Husman, Jenefer

2000-01-01

Discussion of computer literacy and the rapidly changing face of technology focuses on a study that redefined computer literacy to include competencies for using graphical user interfaces for operating systems, hypermedia applications, and the Internet. Describes the development and testing of the Computer Interface Literacy Measure with…

Developing Academic Literacies through Understanding the Nature of Disciplinary Knowledge

ERIC Educational Resources Information Center

Clarence, Sherran; McKenna, Sioux

2017-01-01

Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus…

Measuring health literacy in populations: illuminating the design and development process of the European Health Literacy Survey Questionnaire (HLS-EU-Q)

PubMed Central

2013-01-01

Background Several measurement tools have been developed to measure health literacy. The tools vary in their approach and design, but few have focused on comprehensive health literacy in populations. This paper describes the design and development of the European Health Literacy Survey Questionnaire (HLS-EU-Q), an innovative, comprehensive tool to measure health literacy in populations. Methods Based on a conceptual model and definition, the process involved item development, pre-testing, field-testing, external consultation, plain language check, and translation from English to Bulgarian, Dutch, German, Greek, Polish, and Spanish. Results The development process resulted in the HLS-EU-Q, which entailed two sections, a core health literacy section and a section on determinants and outcomes associated to health literacy. The health literacy section included 47 items addressing self-reported difficulties in accessing, understanding, appraising and applying information in tasks concerning decisions making in healthcare, disease prevention, and health promotion. The second section included items related to, health behaviour, health status, health service use, community participation, socio-demographic and socio-economic factors. Conclusions By illuminating the detailed steps in the design and development process of the HLS-EU-Q, it is the aim to provide a deeper understanding of its purpose, its capability and its limitations for others using the tool. By stimulating a wide application it is the vision that HLS-EU-Q will be validated in more countries to enhance the understanding of health literacy in different populations. PMID:24112855

What do primary students know about science, scientists and how they do their work?

NASA Astrophysics Data System (ADS)

Bartels, Selina L.

The teaching of scientific literacy is the primary goal of elementary science education. Scientific literacy is composed of the overall understanding of what science is and how scientific knowledge is developed. The purpose of this study was to see if elementary students' understandings of science, scientists and how scientists do their work changes from grade one to grade five of elementary school. Furthermore, the study attempts to determine whether there is a difference in scientific literacy between students taught using a textbook curriculum versus a kit-based curriculum. The study draws on a sample of 338 students from 18 different classrooms situated in six different schools in both urban and suburban areas of a large Midwestern city. Students' understandings of science, scientists and how they do their work was measured through a valid and reliable oral protocol entitled Young Children's Views of Science (YCVS) (Lederman, J., Bartels, Lederman, & Ganankkan, 2014). The YCVS assesses students' understandings of the aspects of scientific inquiry (SI) and the nature of science (NOS) that young elementary students are able to understand. These aspects are; science, scientists, multiple methods, observation/inference, begins with a question, empirical, subjectivity, tentativeness and creativity. The YCVS was administered orally for grade one students, and a paper-and-pencil version was given to grades three and five. Results indicated that there are very few gains in NOS and SI understandings between grades one and five in the schools included in this study. None of the schools in this study made significant gains for all of the nine aspects measured in this study. Examining curriculum's affect on NOS and SI understandings, understanding of only one aspect was significantly impacted by curriculum differences. Subjectivity understanding was impacted by kit-based instruction. Overall, students' understandings of science, scientists and how they do their work did not significantly change from grade one to grade five regardless of what type of curriculum they followed. This study shows that students' scientific literacy is not being developed throughout elementary school. Therefore, the teaching of scientific literacy in an explicit and reflective manner should be the focus of preservice elementary school education.

Development and Validation of the Spanish Numeracy Understanding in Medicine Instrument.

PubMed

Jacobs, Elizabeth A; Walker, Cindy M; Miller, Tamara; Fletcher, Kathlyn E; Ganschow, Pamela S; Imbert, Diana; O'Connell, Maria; Neuner, Joan M; Schapira, Marilyn M

2016-11-01

The Spanish-speaking population in the U.S. is large and growing and is known to have lower health literacy than the English-speaking population. Less is known about the health numeracy of this population due to a lack of health numeracy measures in Spanish. we aimed to develop and validate a short and easy to use measure of health numeracy for Spanish-speaking adults: the Spanish Numeracy Understanding in Medicine Instrument (Spanish-NUMi). Items were generated based on qualitative studies in English- and Spanish-speaking adults and translated into Spanish using a group translation and consensus process. Candidate items for the Spanish NUMi were selected from an eight-item validated English Short NUMi. Differential Item Functioning (DIF) was conducted to evaluate equivalence between English and Spanish items. Cronbach's alpha was computed as a measure of reliability and a Pearson's correlation was used to evaluate the association between test scores and the Spanish Test of Functional Health Literacy (S-TOFHLA) and education level. Two-hundred and thirty-two Spanish-speaking Chicago residents were included in the study. The study population was diverse in age, gender, and level of education and 70 % reported Mexico as their country of origin. Two items of the English eight-item Short NUMi demonstrated DIF and were dropped. The resulting six-item test had a Cronbach's alpha of 0.72, a range of difficulty using classical test statistics (percent correct: 0.48 to 0.86), and adequate discrimination (item-total score correlation: 0.34-0.49). Scores were positively correlated with print literacy as measured by the S- TOFHLA (r = 0.67; p < 0.001) and varied as predicted across grade level; mean scores for up to eighth grade, ninth through twelfth grade, and some college experience or more, respectively, were 2.48 (SD ± 1.64), 4.15 (SD ± 1.45), and 4.82 (SD ± 0.37). The Spanish NUMi is a reliable and valid measure of important numerical concepts used in communicating health information.

Family Literacy Programs: Who Benefits?

ERIC Educational Resources Information Center

Padak, Nancy; Rasinski, Tim

The concept of family literacy is firmly rooted in a substantial research base from several disciplines, including adult literacy, emergent literacy, child development, and systems analysis. Results from a review of research from each discipline found answers to questions about benefits of family literacy. Results show family literacy programs do…

Norming a VALUE rubric to assess graduate information literacy skills.

PubMed

Turbow, David J; Evener, Julie

2016-07-01

The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the "Information Literacy for Evidence-Based Practice" course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: "Determine the extent of evidence needed," "Use evidence effectively to accomplish a specific purpose," and "Access the needed evidence." Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=-0.16, p>0.05-kappa=0.12, p>0.05). While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for assessing information literacy skills of graduate health sciences students.

Norming a VALUE rubric to assess graduate information literacy skills

PubMed Central

Turbow, David J.; Evener, Julie

2016-01-01

Objective The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Methods Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the “Information Literacy for Evidence-Based Practice” course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. Results For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: “Determine the extent of evidence needed,” “Use evidence effectively to accomplish a specific purpose,” and “Access the needed evidence.” Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=−0.16, p>0.05–kappa=0.12, p>0.05). Conclusions While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for assessing information literacy skills of graduate health sciences students. PMID:27366121

Using Social Proclivity To Enhance Literacy Learning for Young Adolescents.

ERIC Educational Resources Information Center

Irvin, Judith L.

1997-01-01

Examines social aspects of literacy learning; presents some thoughts on reading development and literacy instruction. Suggests that teachers should promote literacy by incorporating students' interests in their activities. Developing chat rooms, posting messages on the Internet, and making a radio play for younger students all provide meaningful…

Upgrading Basic Skills for the Workplace.

ERIC Educational Resources Information Center

Askov, Eunice N.; And Others

Intended for trainers of literacy providers and practitioners in the field, this manual explains how to develop a workplace literacy program and market it to employers. Chapter 1 provides an overview and history of workplace literacy and recommends improvements in literacy services. Chapter 2 examines approaches to developing workplace programs,…

A Decade of Critical Information Literacy: A Review of the Literature

ERIC Educational Resources Information Center

Tewell, Eamon

2015-01-01

As information literacy continues in its centrality to many academic libraries' missions, a line of inquiry has developed in response to ACRL's charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may…

Technological Transformation, Multiple Literacies, and the Re-Visioning of Education

ERIC Educational Resources Information Center

Kellner, Douglas

2004-01-01

In light of globalization and technological developments, this article argues that educators need to cultivate multiple literacies for contemporary technological and multicultural societies, that teachers need to develop a range of literacies of diverse sorts, including a more fundamental importance for print literacy, to meet the challenge of…

Developing a News Media Literacy Scale

ERIC Educational Resources Information Center

Ashley, Seth; Maksl, Adam; Craft, Stephanie

2013-01-01

Using a framework previously applied to other areas of media literacy, this study developed and assessed a measurement scale focused specifically on critical news media literacy. Our scale appears to successfully measure news media literacy as we have conceptualized it based on previous research, demonstrated through assessments of content,…

Connecting Schools and Families: Understanding the Influence of Home Literacy Practices

ERIC Educational Resources Information Center

Curry, Daphney L.; Reeves, Emily; Mcintyre, Christina J.

2016-01-01

Home literacy practices are extremely important in developing early language and literacy skills. Children from lower socioeconomic status (SES) backgrounds may be at risk, not because their family literacy practices are inferior, but because their culturally defined literacy practices may not be consistent with school literacy expectations. To…

Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature

ERIC Educational Resources Information Center

Klucevsek, Kristin M.; Brungard, Allison B.

2016-01-01

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we…

Towards Minimizing Social, Cultural, and Intellectual Disruptions Embedded in Literacy Instruction.

ERIC Educational Resources Information Center

Peat, David W.

1994-01-01

To explain the concept of literacy, the Integrative Systems Model of Literacy is developed, illustrating how understanding literacy has direct applications to both instruction and research. The model's utility in reconciling opposing concepts of literacy is shown, presenting practical suggestions for literacy instruction which minimize social,…

Developing a Measure of Scientific Literacy for Middle School Students

ERIC Educational Resources Information Center

Fives, Helenrose; Huebner, Wendy; Birnbaum, Amanda S.; Nicolich, Mark

2014-01-01

Scientific literacy reflects "a broad and functional understanding of science for general education purposes" (DeBoer, [DeBoer, G. E., 2000], p. 594). Herein, we present the ongoing development of the Scientific Literacy Assessment (SLA), a work-in-progress measure to assess middle school students' (ages 11-14) scientific literacy.…

Assessing the Early Literacy Skills of Toddlers: The Development of Four Foundational Measures

ERIC Educational Resources Information Center

Weigel, Daniel J.; Martin, Sally S.; Lowman, Jennifer L.

2017-01-01

Several challenges arise when researchers or practitioners attempt to assess the literacy skills of toddlers, including a lack of developmentally appropriate measures, toddlers' more limited communication ability, and how literacy is defined in the years before age three. This paper describes four new measures of early literacy development and…

Why Free Software Matters for Literacy Educators.

ERIC Educational Resources Information Center

Brunelle, Michael D.; Bruce, Bertram C.

2002-01-01

Notes that understanding what "free software" means and its implications for access and use of new technologies is an important component of the new literacies. Concludes that if free speech and free press are essential to the development of a general literacy, then free software can promote the development of computer literacy. (SG)

Exploring the Relationship between Reading and Writing in Early Literacy Development.

ERIC Educational Resources Information Center

Kurth, Ruth J.

Researchers studying emerging literacy have begun building a theory of literacy development that links the processes of reading and writing. Their findings suggest that a child's emerging literacy is based on three factors: a functional expectation for print to make logical sense; an expectation of how language operates in alternate contexts; and…

New Literacy Implementation: The Impact of Professional Development on Middle School Student Science Learning

ERIC Educational Resources Information Center

Hsu, Hui-Yin; Wang, Shaing-Kwei; Coster, Daniel

2017-01-01

With advancing technology, "literacy" evolves to include new forms of literacy made possible by digital technologies. "New literacy" refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy…

A Culturally Responsive Literacy Program for Hispanic Fathers and Their Children

ERIC Educational Resources Information Center

Saracho, Olivia N.

2010-01-01

This study examined a language and cultural literacy program for Hispanic fathers to promote their children's literacy development. This study had two phases: (a) training the teachers and (b) educating the fathers. The results indicated that the fathers learned how to promote their Hispanic children's literacy development using their family's…

The Organization for Economic Cooperation and Development: Functional Literacy and Corporate Agendas.

ERIC Educational Resources Information Center

Hyslop-Margison, Emery J.; Margison, Judith Ann

This paper examines the conception of functional literacy advanced by the Organization for Economic Cooperation and Development (OECD), a 29-member organization of leading industrialized countries, as part of its 1994 International Adult Literacy Survey (IALS). The paper suggests that embedded within this conception of literacy and the discourse…

Lessons in Literacy: Case Studies of Successful Strategies for Raising Achievement in Multilingual Schools.

ERIC Educational Resources Information Center

Campbell, Bernard, Ed.

The group of case studies details ways in which elementary, middle, and secondary schools in Bradford (England) have responded to recent developments in literacy education and developed whole- school approaches to improving achievement in literacy within multilingual school populations. Case study titles include: "The Literacy Lesson: A…

The Historical and Political Context of Adult Literacy in Turkey

ERIC Educational Resources Information Center

Sayilan, Fevziye; Yildiz, Ahmet

2009-01-01

The aim of this article is to analyse the development of adult literacy education in Turkey in a historical and political context. The development of adult literacy education is studied in three different historical periods. To spread literacy and create novel institutions, although these institutions were closed later, played a critical role in…

34 CFR 461.52 - What are the responsibilities of a State advisory council?

Code of Federal Regulations, 2010 CFR

2010-07-01

... for literacy training during the planning year to advise on the development of a State plan for literacy and for adult education that fulfills the literacy and adult educations needs of the State... development and implementation of measurable State literacy and adult education goals consistent with section...

Developing Media Literacy: Managing Fear and Moving Beyond

ERIC Educational Resources Information Center

Fry, Katherine

2015-01-01

One way to view the development of the media literacy movement is through the various different ways in which strains of media literacy education have been called on to allay fears that accompanying new media technologies. This article focuses on how one media literacy organization,The LAMP, deals with two very different arenas--the internet…

Developing Promotional Materials for Adult Literacy Programs. Practitioner Perspective

ERIC Educational Resources Information Center

Jae, Haeran

2014-01-01

This article reports on a specific case of the READ Center--a community-based literacy organization (CBLO) in Richmond, Virginia--and its attempt to develop promotional materials that will encourage low-literate adults to enroll in literacy programs. The article also offers insight on how literacy organizations may utilize the practical experience…

Health literacy: communication for the public good.

PubMed

Ratzan, S C

2001-06-01

This article builds upon a presentation at the Fifth Global Health Conference on Health Promotion (Mexico City, 9 June 2000), seeking to advance the development of health literacy through effective communication. First, it offers a timely reflection for health promotion epistemology in particular, and the potential approach to framing health promotion activities in general, with health literacy as a bridging concept. The concept of health literacy is briefly explained and defined, followed by identification of some promising communication interventions to diffuse health literacy. Four predominant areas within the communication field are described that shed light on approaches for developing health literacy: integrated marketing communication, education, negotiation and social capital. Each component can contribute to strategic science-based communication. Finally, the article elucidates that communication and developing health literacy are not simple solutions. Communication is not simply message repetition, but includes the development of an environment for community involvement to espouse common values of humankind. With effective communication, worldwide health literacy can become a reality in the 21st century, embodying health as a central tenet of human life.

Introduction to Media Literacy Education and Media Literacy Education Bibliography.

ERIC Educational Resources Information Center

Robinson, Julia

Noting that media literacy education is mandated in almost every developed country in the world except the United States, this paper introduces the concept of media literacy education and presents a 32-item annotated bibliography on media literacy education. The paper defines media literacy as the ability to access, decode, analyze, evaluate, and…

A Socioeconomic Comparison of Emergent Literacy and Home Literacy in Australian Preschoolers

ERIC Educational Resources Information Center

Neumann, Michelle M.

2016-01-01

Family socioeconomic status (SES) and home literacy practices impact upon children's early literacy development. The present study explored where current emergent literacy and home literacy differences lie in Australian preschoolers aged three to five years from lower SES (n = 49) and higher SES (n = 52) homes. Children were assessed on letter…

Social Networking Sites, Literacy, and the Authentic Identity Problem

ERIC Educational Resources Information Center

Kimmons, Royce

2014-01-01

Current interest in social media for educational purposes has led many to consider the importance of literacy development in online spaces (e.g., new media literacies, digital literacies, etc.). Relying heavily upon New Literacy Studies (NLS) as a base, these approaches treat literacy expansively to include socio-cultural factors beyond mere skill…

The Amount of Media and Information Literacy Among Isfahan University of Medical Sciences' Students Using Iranian Media and Information Literacy Questionnaire (IMILQ).

PubMed

Ashrafi-Rizi, Hasan; Ramezani, Amir; Koupaei, Hamed Aghajani; Kazempour, Zahra

2014-12-01

Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Isfahan University of Medical Sciences' students using Iranian Media and Information Literacy Questionnaire (IMILQ). This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists' viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach's alpha (r=0.89) respectively. Statistical population consisted of all students in Isfahan University of Medical Sciences (6000 cases) and the samples were 361. Sampling method was random stratified sampling. Data were analyzed by descriptive and inferential statistics. The findings showed that the mean level of Media and Information Literacy among Isfahan University of Medical Sciences' students was 3.34±0.444 (higher than average). The highest mean was promotion of scientific degree with 3.84±0.975 and the lowest mean was difficulties in starting research with 2.50±1.08. There was significant difference between educational degree, college type and family's income and amount of Media and Information Literacy. The results showed that the students didn't have enough skills in starting the research, defining the research subject as well as confining the research subject. In general, all students and education practitioners should pay special attention to factors affecting in improving Media and Information Literacy as a main capability in using printed and electronic media.

The Amount of Media and Information Literacy Among Isfahan University of Medical Sciences’ Students Using Iranian Media and Information Literacy Questionnaire (IMILQ)

PubMed Central

Ashrafi-rizi, Hasan; Ramezani, Amir; Koupaei, Hamed Aghajani; Kazempour, Zahra

2014-01-01

Introduction: Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Isfahan University of Medical Sciences’ students using Iranian Media and Information Literacy Questionnaire (IMILQ). Methods: This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists’ viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach’s alpha (r=0.89) respectively. Statistical population consisted of all students in Isfahan University of Medical Sciences (6000 cases) and the samples were 361. Sampling method was random stratified sampling. Data were analyzed by descriptive and inferential statistics. Results: The findings showed that the mean level of Media and Information Literacy among Isfahan University of Medical Sciences’ students was 3.34±0.444 (higher than average). The highest mean was promotion of scientific degree with 3.84±0.975 and the lowest mean was difficulties in starting research with 2.50±1.08. There was significant difference between educational degree, college type and family’s income and amount of Media and Information Literacy. Conclusion: The results showed that the students didn’t have enough skills in starting the research, defining the research subject as well as confining the research subject. In general, all students and education practitioners should pay special attention to factors affecting in improving Media and Information Literacy as a main capability in using printed and electronic media. PMID:25684848

Measuring health literacy in individuals with diabetes: a systematic review and evaluation of available measures.

PubMed

Al Sayah, Fatima; Williams, Beverly; Johnson, Jeffrey A

2013-02-01

To identify instruments used to measure health literacy and numeracy in people with diabetes; evaluate their use, measurement scope, and properties; discuss their strengths and weaknesses; and propose the most useful, reliable, and applicable measure for use in research and practice settings. A systematic literature review was conducted to identify the instruments. Nutbeam's domains of health literacy and a diabetes health literacy skill set were used to evaluate the measurement scope of the identified instruments and to evaluate their applicability in people with diabetes. Fifty-six studies were included, from which one diabetes-specific (LAD) and eight generic measures of health literacy (REALM, REALM-R, TOFHLA, s-TOFHLA, NVS, 3-brief SQ, 3-level HL Scale, SILS) and one diabetes-specific (DNT) and two generic measures of numeracy (SNS, WRAT) were identified. These instruments were categorized into direct measures, that is, instruments that assess the performance of individuals on health literacy skills and indirect measures that rely on self-report of these skills. The most commonly used instruments measure selective domains of health literacy, focus mainly on reading and writing skills, and do not address other important skills such as verbal communication, health care system navigation, health-related decision making, and numeracy. The structure, mode, and length of administration and measurement properties were found to affect the applicability of these instruments in clinical and research settings. Indirect self- or clinician-administered measures are the most useful in both clinical and research settings. This review provides an evaluation of available health literacy measures and guidance to practitioners and researchers for selecting the appropriate measures for use in clinical settings and research applications.

Using Primary Literature to Teach Science Literacy to Introductory Biology Students

PubMed Central

Krontiris-Litowitz, Johanna

2013-01-01

Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives aligned with Bloom’s taxonomy, and developed a set of homework assignments that used peer-reviewed articles to teach science literacy. In the second year of the project the effectiveness of the assignments and the learning objectives were evaluated. Summative student learning was evaluated in the second year on a final exam. The mean score was 83.5% (±20.3%) and there were significant learning gains (p < 0.05) in seven of nine of science literacy skills. Project data indicated that even though students achieved course-targeted lower-order science literacy objectives, many were deficient in higher-order literacy skills. Results of this project suggest that building scientific literacy is a continuing process which begins in first-year science courses with a set of fundamental skills that can serve the progressive development of literacy skills throughout the undergraduate curriculum. PMID:23858355

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

NASA Astrophysics Data System (ADS)

Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

The potential of health literacy to address the health related UN sustainable development goal 3 (SDG3) in Nepal: a rapid review.

PubMed

Budhathoki, Shyam Sundar; Pokharel, Paras K; Good, Suvajee; Limbu, Sajani; Bhattachan, Meika; Osborne, Richard H

2017-03-27

Health literacy has been linked to health outcomes across population groups around the world. Nepal, a low income country, experiences the double burden of highly prevalent communicable as well as non-communicable diseases. The World Health Organization (WHO) has positioned health literacy as a key mechanism to meet the health-related Sustainable Development Goal (SDG3). However, there is little known about the status of health literacy in developing countries such as Nepal. This paper aims to review the potential of health literacy to address SDG3 in Nepal. A rapid review was conducted using the knowledge to action evidence summary approach. Articles included in the review were those reporting on barriers to health care engagements in Nepal published in English language between January 2000 and December 2015. Barriers for healthcare engagement included knowledge and education as strong factors, followed by culture, gender roles, quality of service and cost of services. These barriers influence the Nepalese community to access and engage with services, and make and enact healthcare decisions, not only at the individual level but at the family level. These factors are directly linked to health literacy. Health literacy is a pivotal determinant of understanding, accessing and using health information and health services, it is important that the health literacy needs of the people be addressed. Locally identified and developed health literacy interventions may provide opportunities for systematic improvements in health to address impediments to healthcare in Nepal. Further research on health literacy and implementation of health literacy interventions may help reduce inequalities and increase the responsiveness of health systems which could potentially facilitate Nepal to meet the sustainable development goals. While there is currently little in place for health literacy to impact on the SDG3, this paper generates insights into health literacy's potential role.

Development of Saudi e-health literacy scale for chronic diseases in Saudi Arabia: using integrated health literacy dimensions.

PubMed

Zakaria, Nasriah; AlFakhry, Ohoud; Matbuli, Abeer; Alzahrani, Asma; Arab, Noha Samir Sadiq; Madani, Alaa; Alshehri, Noura; Albarrak, Ahmed I

2018-05-01

Health literacy has become a global issue, and it is important that patients and individuals are able to use information technology to access health information and educational services. The research objective is to develop a Saudi e-health literacy scale (SeHL) for measuring e-health literacy among Saudis suffering from non-communicable diseases (NCD). Overall, 14 relevant papers in related interdisciplinary fields were reviewed to select the most useful literacy dimensions. From these articles, we extracted the most common dimensions used to measure e-health literacy across the disciplines. Multiple workshops with multidisciplinary team members reviewed and evaluated items for SeHL. Four key aspects of e-health literacy-use of technology/media, information-seeking, usefulness and confidence-were identified and integrated as e-health literacy dimensions. These will be used to measure e-health literacy among Saudi patients with NCDs. A translation from Arabic to English was performed in order to ensure that translation process was accurate. A SeHL scale was developed to measure e-health literacy among Saudi patients. By understanding e-health literacy levels, we will be able to create a patient-education system to be used by patients in Saudi Arabia. As information technology is increasingly used by people of all ages all over the world, e-health literacy has been identified as a key factor in determining health outcomes. To date, no comprehensive scale exists to assess e-health literacy levels among speakers of Arabic, particularly among people with NCD such as diabetes, cardiovascular diseases and hypertension.

Contemporary Literacy: Essential Skills for the 21st Century.

ERIC Educational Resources Information Center

Murray, Janet

2003-01-01

Defines contemporary literacy and examines what skills educators and library media specialists need to learn and impart to their students. Discusses using the Big6 skills to achieve contemporary literacy; developing information literacy curricula; and addressing the challenge of contemporary literacy. (AEF)

Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science

ERIC Educational Resources Information Center

Groß Ophoff, Jana; Schladitz, Sandra; Leuders, Juliane; Leuders, Timo; Wirtz, Markus A.

2015-01-01

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and…

Does Mother Tongue Education Support Development of Environmental Literacy in Turkey? An Analysis of Turkish Course Books

ERIC Educational Resources Information Center

Uyar, Yusuf; Ensar, Ferhat

2016-01-01

Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books…

Stories from LIFE at Falls Church High School. Literacy Is For Everyone (LIFE) Final Report.

ERIC Educational Resources Information Center

Cruz, Jane

The report describes the development and implementation of Literacy Is For Everyone (LIFE), an English-as-a-Second-Language literacy program for limited-English-speaking immigrant families of students at Falls Church High School (Virginia). Participating families attended evening classes, groups, and workshops to develop literacy skills and become…

Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments

ERIC Educational Resources Information Center

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom.…

Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention

ERIC Educational Resources Information Center

Greenwood, Charles R.; Abbott, Mary; Beecher, Constance; Atwater, Jane; Petersen, Sarah

2017-01-01

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support…

Literacy Links: Practical Strategies To Develop the Emergent Literacy At-Risk Children Need.

ERIC Educational Resources Information Center

Robb, Laura

Emphasizing that Literacy Links is a program for young children with little exposure to literacy activities at home, the book explains exactly how Literacy Links works to provide the background knowledge these children need to succeed. The book offers strategies to help literacy-deprived young learners. The book's educator/author has found that…

The Continuum of Literacy in American Indian Communities.

ERIC Educational Resources Information Center

Zepeda, Ofelia

1995-01-01

Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10…

Making a Literacy Plan: Developing an Integrated Curriculum That Meets Your School's Needs

ERIC Educational Resources Information Center

Schutte, Annie

2016-01-01

Literacy does not happen in a single lesson or course. There are no shortcuts to gaining mastery over a skill set, whether it is reading literacy, information literacy and research skills, online literacy and digital citizenship, or visual literacy. School librarians dream about a perfect integrated curriculum: there is ample time for…

Family Literacy Programmes and Young Children's Language and Literacy Development: Paying Attention to Families' Home Language

ERIC Educational Resources Information Center

Anderson, Jim; Anderson, Ann; Sadiq, Assadullah

2017-01-01

In this article, we review the literature on the impact of family literacy programmes on young children's language and literacy learning. After defining family literacy, we present a brief historical overview of family literacy programmes, including persistent questions regarding their effectiveness with respect to young children's language and…

Effectiveness of Musculoskeletal Education Interventions in People With Low Literacy Levels: A Systematic Review

PubMed Central

Lowe, Wendy; Ballinger, Claire; Protheroe, Jo; Lueddeke, Jill; Nutbeam, Don; Armstrong, Ray; Falzon, Louise; Edwards, Chris; Russell, Cynthia; McCaffery, Kirsten; Adams, Jo

2013-01-01

Objective To conduct a systematic review to assess the effectiveness of patient education interventions delivered or directed by health professionals for people with musculoskeletal conditions who also have lower levels of literacy. Methods Electronic databases were searched from 1946 to May 2012. Randomized controlled trials with primary interventions designed specifically for individuals with musculoskeletal conditions and lower levels of literacy were eligible for inclusion. The quality of the study was determined by assessing method of randomization, allocation concealment, creation and maintenance of comparable groups, blinding of patients and providers, control of confounding, and the validity and reliability of outcome measures. Results Of the 2,440 studies located using the search strategy, 6 studies met the inclusion criteria. Three public health community studies and 3 rheumatology clinic-based studies delivered educational programs to people with musculoskeletal conditions who also had lower levels of literacy. Three moderate quality studies suggest that musculoskeletal educational interventions had a small short-term effect on knowledge and 2 moderate quality studies suggest musculoskeletal interventions had a small effect on self-efficacy (although results on self-efficacy were conflicting in 1 of these studies). Only 1 moderate quality study showed a small effect on anxiety and 1 on self-perceived health and well-being in people with lower literacy. Conclusion High quality evidence is lacking on the effectiveness of musculoskeletal education interventions for people with lower literacy levels. Research programs that test the effectiveness of patient education interventions for arthritis must recruit and engage people with lower levels of literacy. PMID:23925869

Evaluation of a health literacy screening tool in primary care patients: evidence from Serbia.

PubMed

Jović-Vraneš, Aleksandra; Bjegović-Mikanović, Vesna; Marinković, Jelena; Vuković, Dejana

2014-12-01

Improving health literacy skills is important for patient comprehension of health-related topics and their ability to attend to their medical problems. Promoting health literacy is a pivotal policy for maintaining and promoting health. The objective of the present study was to translate the Test of Functional Health Literacy in Adults (TOFHLA; long and short versions) into Serbian and evaluate the translated and cross-culturally adapted questionnaires in Serbian primary care patients. The translated TOFHLA questionnaires were administered to 120 patients. Additionally, a self-completed questionnaire was used. Both descriptive and inferential statistics were measured. The mean score for the TOFHLA was 73.49 (median, 78; SD = 17.94; range, 0-100) and the mean score for the Short Test of Functional Health Literacy in Adults (STOFHLA) was 29.28 (median, 32; SD = 6.16; range, 0-36). Sex, age, education, self-perceived health and presence of any chronic disease were associated with health literacy scores. The internal consistency (Cronbach's alpha) was 0.73 for the TOFHLA numeracy subset, 0.95 for reading comprehension, 0.94 for the TOFHLA and 0.90 for the STOFHLA. The Pearson correlation between the TOFHLA and STOFHLA was 0.89. The area under the curve of these two tests was 0.79 (95% CI, 0.602-0.817). The Serbian translated versions of the TOHFLA questionnaires offer valid measures of functional health literacy. There were no differences between the reliability and validity of the short and long TOFHLA forms. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Literacy in Motion: A Guide to Inclusive Literacy Education.

ERIC Educational Resources Information Center

Roeher Inst., North York (Ontario).

This guide, which was developed for Canadian literacy teachers, contains practical guidelines for including people with intellectual and other disabilities in literacy education. The foreword examines the problems caused by various barriers that have traditionally excluded intellectually disabled individuals from literacy programs, and the…

Issues and Trends in Literacy Education.

ERIC Educational Resources Information Center

Robinson, Richard D., Ed.; And Others

Developed with practicing teachers in mind, this book presents reprints of 22 articles and excerpts from longer works that deal with the most significant trends and issues facing literacy educators--whole language, phonics, literacy materials, emergent literacy, spelling, assessment, content literacy, vocabulary instruction, national standards,…

Workshops the Wired Way: More Tips and Tools for Developing and Delivering an Online Workshop.

ERIC Educational Resources Information Center

Trottier, Vicki

This document, which was developed during a project to expand professional development opportunities for adult literacy practitioners affiliated with member agencies of Community Literacy of Ontario (CLO), presents tips and tools for developing and delivering an online workshop for literacy practitioners. The document begins with an overview of…

Women and Literacy; Yesterday, Today and Tomorrow. Report from the Hasselby Symposium on Women and Literacy Sponsored by the Nordic Association for the Study of Education in Developing Countries (Stockholm, Sweden, June 8-10, 1989).

ERIC Educational Resources Information Center

Odora, Catherine, Ed.; And Others

Fourteen papers are provided from a symposium to provide general input into the 1990 Unesco International Literacy Year by reviewing and documenting existing knowledge and current issues in the field of women and literacy with special emphasis on developing countries. Specific topics are as follows: the definition of literacy; review of methods;…

Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences.

PubMed

Bazrafkan, Leila; Hayat, Ali Asghar; Abbasi, Karim; Bazrafkan, Aghdas; Rohalamini, Azadeh; Fardid, Mozhgan

2017-01-01

The information literacy status and the use of information technology among students in the globalization age of course plans are very momentous. This study aimed to evaluate the information literacy status and use of information technology among medical students of Shiraz University of Medical Sciences in 2013. This was a descriptive-analytical study with cross-sectional method. The study population consisted of all medical students (physiopathology, externship and internship) studying at Shiraz University of Medical Sciences. The sample size (n=310) was selected by systematic random sampling. The tool of data gathering was LASSI questionnaire (assigned by America research association) with 48 closed items in five-point LIKERT scale. The questionnaire included two distinct parts of demographic questions and the information literacy skills based on the standards of information literacy capacities for academic education. The content validity was acquired by professors' and experts' comments. The reliability was also calculated by Cronbach'salpha (0.85). Data were analyzed in both descriptive (frequency- mean) and analytical level (t-test, analysis of variance) using SPSS 14 software. 60.3% of the participants were females, and the remaining (29.7%) were males. The mean score of information literacy and its five subgroups among the students weren't at a desirable level. The mean scores of information literacy for educational grades from the highest to lowest belonged to the internship, physiopathology and externship. The results showed that the highest average was related to the effective access ability to information among interns (9.27±3.57) and the lowest one was related to the ability of understanding legal and economical cases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn't a significant difference between educational grades and information literacy. Finally, the result of independent t-test did not show a significant difference between the two genders in information literacy. Regarding the importance of information literacy for medical students and undesirable status of information literacy among students, the current educational plans will need to be revised.

Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences

PubMed Central

BAZRAFKAN, LEILA; HAYAT, ALI ASGHAR; ABBASI, KARIM; BAZRAFKAN, AGHDAS; ROHALAMINI, AZADEH; FARDID, MOZHGAN

2017-01-01

Introduction: The information literacy status and the use of information technology among students in the globalization age of course plans are very momentous. This study aimed to evaluate the information literacy status and use of information technology among medical students of Shiraz University of Medical Sciences in 2013. Methods: This was a descriptive-analytical study with cross-sectional method. The study population consisted of all medical students (physiopathology, externship and internship) studying at Shiraz University of Medical Sciences. The sample size (n=310) was selected by systematic random sampling. The tool of data gathering was LASSI questionnaire (assigned by America research association) with 48 closed items in five-point LIKERT scale. The questionnaire included two distinct parts of demographic questions and the information literacy skills based on the standards of information literacy capacities for academic education. The content validity was acquired by professors’ and experts’ comments. The reliability was also calculated by Cronbach’salpha (0.85). Data were analyzed in both descriptive (frequency- mean) and analytical level (t-test, analysis of variance) using SPSS 14 software. Results: 60.3% of the participants were females, and the remaining (29.7%) were males. The mean score of information literacy and its five subgroups among the students weren’t at a desirable level. The mean scores of information literacy for educational grades from the highest to lowest belonged to the internship, physiopathology and externship. The results showed that the highest average was related to the effective access ability to information among interns (9.27±3.57) and the lowest one was related to the ability of understanding legal and economical cases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn’t a significant difference between educational grades and information literacy. Finally, the result of independent t-test did not show a significant difference between the two genders in information literacy. Conclusion: Regarding the importance of information literacy for medical students and undesirable status of information literacy among students, the current educational plans will need to be revised. PMID:28124020

Signposts to Literacy for Sustainable Development

ERIC Educational Resources Information Center

UNESCO Institute for Lifelong Learning (NJ1), 2008

2008-01-01

The two studies included in this volume, both dealing with the subject of literacy and sustainable development, are joint winners of the 2004-2005 International Award for Literacy Research, sponsored jointly by the UNESCO Institute for Lifelong Learning, Hamburg, the Swedish International Development Cooperation Agency (SIDA) and the Canadian…

Natural Approaches to Reading and Writing.

ERIC Educational Resources Information Center

Antonacci, Patricia; Hedley, Carolyn

Based on a two-day presentation workshop on early reading and writing approaches, the 12 essays in this book discuss the development of literacy, natural approaches in developing literacy, and supporting literacy development. Essays in the book are: (1) "Theories of Natural Language" (Carolyn N. Hedley); (2) "Oral Language…

Television & Literacy Development in the Czech Republic. Chapter 14.

ERIC Educational Resources Information Center

Hubik, Stanislav

This chapter begins by explaining that cultural literacy is the ability of a community to create relationships, processes, and institutions aimed at multifaceted community development using indigenous resources (natural, human, social, and cultural). Literacy development in a rural community involves three equally important dimensions--social,…

Adventures in Collaboration: State Literacy Resource Centers.

ERIC Educational Resources Information Center

Siedow, Mary Dunn

Authorized by the National Literacy Act of 1991, state literacy resource centers (SLRCs) are charged with assisting local public and private nonprofit efforts to enhance literacy. SLRCs have developed innovative approaches to their mandate to stimulate the coordination of literacy services. They have encouraged government and industry…

eHealth literacy, Internet and eHealth service usage: a survey among cancer patients and their relatives.

PubMed

Halwas, Nikolaus; Griebel, Lena; Huebner, Jutta

2017-11-01

The aim of our study was to investigate Internet and eHealth usage, with respect to eHealth literacy, by cancer patients and their relatives. Using a standardized questionnaire we asked patients who attended lectures on complementary medicine in 2016. We received 142 questionnaires. The frequency of general Internet usage was directly associated with younger age and better Internet connection. Younger participants were not only more confident in allocating health-related Internet information into reliable or unreliable facts, but also more confident and capable of gaining medical knowledge through eHealth services. A regular use of eHealth services facilitated the decision-making process. Reading ability was associated with a better understanding regarding eHealth offers. In a modern health care system, emphasis should be on skills contributing to eHealth literacy among patients to improve their ability to profit from eHealth offers and improve health care.

A Model and Method of Evaluative Accounts: Development Impact of the National Literacy Mission (NLM of India).

ERIC Educational Resources Information Center

Bhola, H. S.

2002-01-01

Studied the developmental impact of the National Literacy Mission of India, providing an evaluative account based on 97 evaluation studies. Compared findings with those from a 27-study synthesis of studies of effects of adult literacy efforts in Africa. Findings show the impact of literacy on the development of nations. (SLD)

The Multi-Literacy Development of a Young Trilingual Child: Four Leading Literacy Activities from Birth to Age Six

ERIC Educational Resources Information Center

Kim, Mi Song

2014-01-01

This study examines the multiplicity of literacies while incorporating multiple modes of meaning to understand a young trilingual child's meaning-making processes. This qualitative study reports the results of a combination of ethnographic observations and a longitudinal case study of one child's multi-literacy development from birth to…

Measuring Health Literacy: A Challenge to Curriculum Design and Evaluation. Research Briefs on Adult Literacy. Number 1

ERIC Educational Resources Information Center

Pleasant, Andrew

2008-01-01

There is a growing interest in health literacy and in developing curricula for health care providers and for the general public. However, developing curriculum without accompanying evaluation plans is like starting a race without a finish line, and current measures of health literacy are not up to the task of evaluating curriculum. This research…

Development and Validation of Scientific Literacy Achievement Test to Assess Senior Secondary School Students' Literacy Acquisition in Physics

ERIC Educational Resources Information Center

Adeleke, A. A.; Joshua, E. O.

2015-01-01

Physics literacy plays a crucial part in global technological development as several aspects of science and technology apply concepts and principles of physics in their operations. However, the acquisition of scientific literacy in physics in our society today is not encouraging enough to the desirable standard. Therefore, this study focuses on…

Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators

ERIC Educational Resources Information Center

Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Cleovoulou, Yiola; Beck, Clive

2015-01-01

This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and…

Adult Education & Literacy Needs Assessment. New Jersey 1995. A Report on Local Demand for Professional Development and Training.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia; Streeter, Sandra

In response to the National Goals 2000 Literacy initiative, literacy programs in New Jersey increased their efforts to meet literacy goals. In the summer of 1993, a needs assessment survey was conducted to determine the training and program development needs of adult education classroom teachers, teacher aides, substitute teachers, program…

A Preliminary Report on Literacy Training, Savings Clubs and Development in Seki Tribal Trust Land.

ERIC Educational Resources Information Center

Smith, G. A.

In Seki Tribal Trust Land in Rhodesia, during June and July, 1970, full-time literacy courses attended by 65 participants were held for members of three savings clubs. The first objective was to replicate the literacy teaching developed for the Chiduku literacy project (see AC 008 361), which included teaching the Shona primer and then teaching…

Functional Literacy in Mali: Training for Development. Educational Studies and Documents: No. 10.

ERIC Educational Resources Information Center

Dumont, Bernard

With a view to making literacy an integral part of the economic and social development program of Mali, the study represents the third project of the Experimental World Literacy Program which began with functional literacy pilot projects in Tanzania and Iran. A critical report of the implementation of the pilot project in Mali, it contains a…

Developing and evaluating a relevant and feasible instrument for measuring health literacy of Canadian high school students.

PubMed

Wu, Amery D; Begoray, Deborah L; Macdonald, Marjorie; Wharf Higgins, Joan; Frankish, Jim; Kwan, Brenda; Fung, Winny; Rootman, Irving

2010-12-01

Health literacy has come to play a critical role in health education and promotion, yet it is poorly understood in adolescents and few measurement tools exist. Standardized instruments to measure health literacy in adults assume it to be a derivative of general literacy. This paper reports on the development and the early-stage validation of a health literacy tool for high school students that measured skills to understand and evaluate health information. A systematic process was used to develop, score and validate items. Questionnaire data were collected from 275, primarily 10th grade students in three secondary schools in Vancouver, Canada that reflected variation in demographic profile. Forty-eight percent were male, and 69.1% spoke a language other than English. Bivariate correlations between background variables and the domain and overall health literacy scores were calculated. A regression model was developed using 15 explanatory variables. The R(2) value was 0.567. Key findings were that lower scores were achieved by males, students speaking a second language other than English, those who immigrated to Canada at a later age and those who skipped school more often. Unlike in general literacy where the family factors of mother's education and family affluence both played significant roles, these two factors failed to predict the health literacy of our school-aged sample. The most significant contributions of this work include the creation of an instrument for measuring adolescent health literacy and further emphasizing the distinction between health literacy and general literacy.

Fulfilling a Promise: Standards for Technological Literacy.

ERIC Educational Resources Information Center

Bybee, Rodger W.

2003-01-01

Discusses the place of standards in U.S. education, the development of the Standards for Technological Literacy, and the recent publication of "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards." (Contains 21 references.) (SK)

Developing Health Literacy Knowledge and Skills Through Case-Based Learning

PubMed Central

Lopez, Tina

2014-01-01

Objective. To evaluate the efficacy of case-based learning to teach pharmacy students health literacy concepts and skills in managing patients with limited health literacy. Design. A health literacy patient case was developed and incorporated into a case-based learning laboratory. The case involved a patient with limited health literacy and required students to evaluate and formulate a care plan. Assessment. A comparison of pretest and posttest scores demonstrated that students gained health literacy knowledge and skills through completion of the patient case. Students believed that the case-based exercise was successful in meeting specific learning objectives for the course. Conclusions. Addition of a case-based learning was effective in teaching pharmacy students health literacy concepts and skills. PMID:24558285

Becoming Literate in English as a Second Language.

ERIC Educational Resources Information Center

Goldman, Susan R., Ed.; Trueba, Henry T., Ed.

A collection of articles on English-as-a-Second-Language literacy and literacy education include: "Contextual Issues in the Study of Second Language Literacy" (Susan R. Goldman); "Mexican Adult Literacy: New Directions for Immigrants" (Concha Delgado-Gaitan); "Factors Affecting Development of Second Language Literacy" (Richard Duran); "Reading in…

Literacy Assessment in the Service of Literacy Policy.

ERIC Educational Resources Information Center

Venezky, Richard L.

Literacy policy has often developed independently of other social and employment programs. As a consequence, literacy tends to become an end unto itself, and assessment is directed more toward academic, archival ends than toward policy evaluation. Many justifications given for large-scale literacy programs are not based upon empirical data.…

Critical Thinking: Foundational for Digital Literacies and Democracy

ERIC Educational Resources Information Center

Gainer, Jesse

2012-01-01

This column addresses the importance of developing critical thinking to meet the demands of 21st-century literacies and participatory democracy. The author argues for a critical approach to digital literacies that explores the sociological nature of literacy practices. Students examine examples of new literacies and analyze how ideologies are…

A Review of Literacy Frameworks for Learning Environments Design

ERIC Educational Resources Information Center

Rebmann, Kristen Radsliff

2013-01-01

This article charts the development of three literacy research frameworks: multiliteracies, new literacies, and popular literacies. By reviewing the literature surrounding three current conceptions of literacy, an attempt is made to form an integrative grouping that captures the most relevant elements of each for learning environments design.…

How School Principals Can Foster Effective Literacy Instruction: A Ten-Step Plan

ERIC Educational Resources Information Center

Hinchman, Kathleen A.

2009-01-01

School principals can foster effective literacy instruction by orchestrating community collaboration in an ongoing cycle of literacy program development, implementation, evaluation, and revision outlined in this ten-step plan. The steps address forming a community advisory board, appointing a building literacy leader, forming a literacy team,…

Assessment Literacy for Teachers: Faddish or Fundamental?

ERIC Educational Resources Information Center

Popham, W. James

2009-01-01

In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to…

International Co-operation in Literacy: Two Good Examples. Literacy Lessons.

ERIC Educational Resources Information Center

Lind, Agneta; Foss, Mark

This paper describes the literacy education work being done by two agencies, the Swedish International Development Authority (SIDA) and the Canadian Organization for Development through Education (CODE). SIDA strives to promote economic growth, economic and social equality, economic and political independence, democratic development, the use of…

Language and Literacy: Current Issues and Research.

ERIC Educational Resources Information Center

Gorman, Thomas P., Ed.

Comprising a study of the application of linguistics to literacy, the 16 papers in this book were prepared by contributors from both developing and developed nations. The papers in the first section illustrate the relevance of certain developments in theoretical and applied linguistics, sociolinguistics, and psycholinguistics to literacy teaching.…

A Community of Learners: Cambodians in an Adult ESL Classroom.

ERIC Educational Resources Information Center

Hardman, Joel C.

1999-01-01

Focuses on the English literacy development of Cambodian adults in the United States. Describes how Cambodian adults, literate in Khmer, participate in each other's English literacy development; how Cambodian children, fluent but not literate in Khmer participate in their parents' English literacy development; and how a Cambodian teacher…

Computer Game Development as a Literacy Activity

ERIC Educational Resources Information Center

Owston, Ron; Wideman, Herb; Ronda, Natalia Sinitskaya; Brown, Christine

2009-01-01

This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were…

Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide

ERIC Educational Resources Information Center

Grace, Donna J.; Brandt, Mary E.

2005-01-01

Early childhood educators believe that schooling for young children should focus on developing the "whole child," socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is…

Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.

PubMed

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy.

Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments

PubMed Central

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students’ proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students’ proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students’ scientific literacy. PMID:23222832

Measuring cancer caregiver health literacy: Validation of the Health Literacy of Caregivers Scale-Cancer (HLCS-C) in an Australian population.

PubMed

Yuen, Eva; Knight, Tess; Dodson, Sarity; Chirgwin, Jacqueline; Busija, Lucy; Ricciardelli, Lina A; Burney, Susan; Parente, Phillip; Livingston, Patricia M

2018-05-01

Caregivers have been largely neglected in health literacy measurement. We assess the construct validity, and internal consistency of the Health Literacy of Caregivers Scale-Cancer (HLCS-C), and present a revised, psychometrically robust scale. Using data from 297 cancer caregivers (12.4% response rate) recruited from Melbourne, Australia between January-July 2014, confirmatory factor analysis (CFA) was conducted to evaluate the HLCS-C's proposed factor structure. Items were evaluated for: item difficulty, unidimensionality and overall item fit within their domain. Item-threshold-ordering was examined though one-parameter Item Response Theory models. Internal consistency was assessed using Raykov's reliability coefficient. CFA results identified 42 poorly performing/redundant items which were subsequently removed. A 10-factor model was fitted to 46 acceptable items with no correlated residuals or factor cross-loadings accepted. Adequate fit was revealed (χ 2 WLSMV  = 1463.807[df = 944], p < .001, RMSEA = 0.043, CFI = 0.980, TLI = 0.978, WRMR = 1.00). Ten domains were identified: Proactivity and determination to seek information; Adequate information about cancer and cancer management; Supported by healthcare providers (HCP) to understand information; Social support; Cancer-related communication with the care recipient (CR); Understanding CR needs and preferences; Self-care; Understanding the healthcare system; Capacity to process health information; and Active engagement with HCP. Internal consistency was adequate across domains (0.78-0.92). The revised HLCS-C demonstrated good structural, convergent, and discriminant validity, and high internal consistency. The scale may be useful for the development and evaluation of caregiver interventions. © 2017 John Wiley & Sons Ltd.

Pre-K-12 Literacy: State of the Nation. The Progress of Education Reform. Volume 12, Number 6

ERIC Educational Resources Information Center

Education Commission of the States (NJ3), 2011

2011-01-01

It is true--reading is fundamental. Research and statistics underscore the fact that the foundations for literacy are laid in the earliest years of life and have implications for a child's educational arc and post-schooling outcomes. Literacy development is a cause-and-effect chain that starts at birth. Early language and literacy development,…

Early Literacy and Early Numeracy: The Value of Including Early Literacy Skills in the Prediction of Numeracy Development

ERIC Educational Resources Information Center

Purpura, David J.; Hume, Laura E.; Sims, Darcey M.; Lonigan, Cristopher J.

2011-01-01

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a…

Development of Phonological Processing Skills in Children with Specific Language Impairment with and without Literacy Delay: A 3-Year Longitudinal Study

ERIC Educational Resources Information Center

Vandewalle, Ellen; Boets, Bart; Ghesquiere, Pol; Zink, Inge

2012-01-01

Purpose: To compare the development of phonological skills in children with specific language impairment (SLI) with and without literacy delay and to examine whether kindergarten phonological skills could discriminate these 2 groups. Method: In a longitudinal study, 8 children with SLI and literacy delay, 10 children with SLI and normal literacy,…

The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills

ERIC Educational Resources Information Center

Carroll, Crystal

2013-01-01

Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment…

BookFun--"There's More to It than Reading a Book"--Implementing a Danish Early Literacy Programme That Supports Professionalism, Language Development and Social Inclusion

ERIC Educational Resources Information Center

Clasen, Line Engel; Jensen de López, Kristine

2017-01-01

Several early literacy programmes have documented their effectiveness in enhancing children's early literacy and language development. Despite recent interest in implementing evidence-based programmes, only a few studies have set out to capture the implementation process of early literacy programmes as seen from the programme users' perspectives.…

A phenomenographic investigation into Information Literacy in nursing practice - preliminary findings and methodological issues.

PubMed

Forster, Marc

2013-10-01

Information Literacy is essential to 'evidence-based practice'; without the ability to locate evidence, evidence-based practice is rendered extremely difficult if not impossible. There is currently little evidence to show how Information Literacy is experienced by nurses or what its parameters are within evidence-based practice and therefore whether Information Literacy educational interventions are actually promoting the correct knowledge and skills. Using phenomenographic interviews the author will attempt to discover how nurses experience Information Literacy. Insights from the findings will be used to map out its parameters and to put forward a theoretical model for a course or module to develop it effectively. This article presents preliminary findings, including 7 draft categories of description of how Information Literacy is experienced in nursing. This pilot study indicates that the complete findings may be of significant potential value in the promotion and development of Information Literacy education in nursing. It is argued that such insights into how nurses actually experience the phenomenon of Information Literacy can be used to develop potentially more effective, research-based, educational interventions. Copyright © 2012 Elsevier Ltd. All rights reserved.

Why do early mathematics skills predict later reading? The role of mathematical language.

PubMed

Purpura, David J; Logan, Jessica A R; Hassinger-Das, Brenna; Napoli, Amy R

2017-09-01

A growing body of evidence indicates that the development of mathematics and literacy skills is highly related. The importance of literacy skills-specifically language-for mathematics development has been well rationalized. However, despite several prominent studies indicating that mathematics skills are highly predictive of literacy development, the reason for this relation is not well understood. The purpose of this study was to identify how and why early mathematics is predictive of early literacy development. Participants included 125 preschool children 3-5 years old (M = 4 years 3 months). Participants were assessed on mathematics, literacy, and cognitive measures in both the fall and spring of their preschool year. Mediation analyses indicated that the relation between early mathematics and literacy skills is mediated by children's mathematical language skills. These findings suggest that, in prior research identifying mathematical performance as a significant predictor of later literacy skills, mathematical performance may have acted only as a proxy measure for more complex language skills such as those assessed on a mathematical language measure. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Problem Oriented Literacy Materials Preparation: A Case Study

ERIC Educational Resources Information Center

Tripathi, Virendra

1975-01-01

One of the recent innovations of significance in developing nations is the concept of linking literacy education to problems related to socio-economic development. The article describes the Problem Oriented Materials Preparation Project of Literacy House, Lucknow, India. (Author/BP)

The Development and Study of Hmong Literacy: Ensuring the Future and Preserving the Past.

ERIC Educational Resources Information Center

Kang, Hee-Won; And Others

A study of Hmong adult immigrants in a Hmong literacy class investigated four aspects of their learning behaviors: specific behaviors manifested in the literacy classroom; overt learning strategies used for literacy learning; major motivations; and specific uses for Hmong literacy skills. Data were gathered through observation, interviews,…

What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

ERIC Educational Resources Information Center

L'Allier, Susan; Elish-Piper, Laurie; Bean, Rita M.

2010-01-01

Literacy coaches provide job-embedded professional development for teachers, and the number of literacy coaches in elementary schools is increasing. Although literacy coaching offers promise in terms of improving teacher practice and student achievement, guidance is needed regarding the qualifications, activities, and roles of literacy coaches.…

Adult Literacy and Television: An Annotated Bibliography.

ERIC Educational Resources Information Center

Centre for Literacy, Montreal (Quebec).

This annotated bibliography was developed for the Centre for Literacy of Quebec's 2000 Summer Literacy Institute, "Adult Literacy and Television: Has a Familiar Resource Been Overlooked?" and contains 49 citations of Canadian, British, and American research in the field of adult literacy and television from the 1960s to the year 2000. The…

Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group

ERIC Educational Resources Information Center

Carbone, Paula M.; Reynolds, Rema E.

2013-01-01

A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their students' community literacies and the academic literacy they…

Home Literacy Environment: Characteristics of Children with Cerebral Palsy

ERIC Educational Resources Information Center

Peeters, Marieke; Verhoeven, Ludo; van Balkom, Hans; de Moor, Jan

2009-01-01

Background: Various aspects of the home literacy environment are considered to stimulate the emergent literacy development in children without disabilities. It is important to gain insight into the home literacy environment of children with cerebral palsy given that they have been shown to have difficulty acquiring literacy skills. Aims: The aims…

The Complete Picture: "Standards for Technological Literacy" and "Advancing Excellence in Technological Literacy."

ERIC Educational Resources Information Center

Technology Teacher, 2003

2003-01-01

Provides an overview of the "Standards for Technological Literacy: Content for the Study of Technology" (STL) and "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards" (AETL). Shows how the documents work together to advance the technological literacy of technology educators and K-12…

Children's Literacy Interest and Its Relation to Parents' Literacy-Promoting Practices

ERIC Educational Resources Information Center

Hume, Laura E.; Lonigan, Christopher J.; McQueen, Jessica D.

2015-01-01

This study examined how children's literacy interests related to parent literacy-promoting practices across time. Using a sample of 909 preschool-age children and the newly developed Child Activities Preference Checklist, literacy interest appeared to be a complex construct, not easily captured by a single measure. In a subsample of 230 children…

The National Early Literacy Panel: A Summary of the Process and the Report

ERIC Educational Resources Information Center

Shanahan, Timothy; Lonigan, Christopher J.

2010-01-01

This article summarizes "Developing Early Literacy: Report of the National Early Literacy Panel," which was published in 2008.That report provides an extensive meta-analysis of approximately 300 studies showing which early literacy measures correlate with later literacy achievement. It also provides a series of meta-analyses of a comprehensive…

Development of Mathematical Literacy: Results of an Empirical Study

ERIC Educational Resources Information Center

Kaiser, Gabriele; Willander, Torben

2005-01-01

In the paper the results of an empirical study, which has evaluated the development of mathematical literacy in an innovative teaching programme, are presented. The theoretical approach of mathematical literacy relies strongly on applications and modelling and the study follows the approach of R. Bybee, who develops a theoretical concept of…

Should We Travel by Plane, Car, Train, or Bus? Teacher/Child Collaboration in Developing a Thematic Literacy Center.

ERIC Educational Resources Information Center

Walker, Carolyn Ann; And Others

1997-01-01

Describes collaborating with preschool children in the development of themed reading and writing activities in a travel agency play center in the classroom. Discuss collaboration rather than prescription, literacy in the travel agency, making plans with literacy-related materials, and developing a successful collaboration. (SR)

Sixty Successful Dyslexics: Gender Differences and Literacy Development.

ERIC Educational Resources Information Center

Fink, Rosalie P.

A study examined how, when, and under what conditions severe dyslexics developed high literacy skills, as well as the role of gender differences in literacy development and professional success. Subjects were 60 highly successful dyslexic adults (30 men and 30 women) and 10 nondyslexic male and female normative controls. Results indicated that…

Why Should I Read to My Baby? The Importance of Early Literacy

ERIC Educational Resources Information Center

High, Pamela C.

2013-01-01

"Early Brain and Child Development" as a strategic priority of the American Academy of Pediatrics recognizes that early literacy and language skills build a strong foundation for healthy development and academic success. Promoting early literacy in the context of pediatric primary care supports early brain development and positive,…

Getting Them on Their Literate Feet.

ERIC Educational Resources Information Center

Safwat, Yvonne; And Others

1986-01-01

The adult English literacy program at the Phanat Nikhom Refugee Camp has developed techniques for actively engaging the sometimes reluctant students in the skill development process leading to literacy. A literacy warm-up chart used daily for five minutes develops the prereading skills of sequencing and left-to-right eye coordination; a variety of…

Early Literacy Development in Toddlerhood: Publication Trends from 1990 to 2009

ERIC Educational Resources Information Center

Lee, Boh Young

2013-01-01

The paper examines publication trends in the United States regarding literacy development in toddlerhood from 1990 to 2009, exploring what features or elements of toddlers' literacy development have been documented, and how they have been documented, over the last 20 years, to indicate areas for further exploration. Articles were carefully…

Developing Students' Energy Literacy in Higher Education

ERIC Educational Resources Information Center

Cotton, Debby R. E.; Miller, Wendy; Winter, Jennie; Bailey, Ian; Sterling, Stephen

2015-01-01

Purpose: This paper aims to investigate students' energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students' energy literacy is a key part of the "greening" agenda, yet little is known about how students develop their ideas about energy use and energy saving at…

Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

ERIC Educational Resources Information Center

Sherrill, Carol A.

2009-01-01

The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

PubMed

Esmaeeli, Zahra; Lundetrae, Kjersti; Kyle, Fiona E

2018-02-01

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely - especially if both parents self-report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd.

What can Parents' Self‐report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

PubMed Central

Lundetræ, Kjersti; Kyle, Fiona E.

2017-01-01

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self‐report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not‐FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self‐report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self‐reporting RD closely – especially if both parents self‐report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd. PMID:28921775

Systematic review of health literacy in Cochrane database studies on paediatric asthma educational interventions: searching beyond rigorous design.

PubMed

Zeni, Mary Beth

2012-03-01

The purpose of this study was to evaluate if paediatric asthma educational intervention studies included in the Cochrane Collaboration database incorporated concepts of health literacy. Inclusion criteria were established to identify review categories in the Cochrane Collaboration database specific to paediatric asthma educational interventions. Articles that met the inclusion criteria were selected from the Cochrane Collaboration database in 2010. The health literacy definition from Healthy People 2010 was used to develop a 4-point a priori rating scale to determine the extent a study reported aspects of health literacy in the development of an educational intervention for parents and/or children. Five Cochrane review categories met the inclusion criteria; 75 studies were rated for health literacy content regarding educational interventions with families and children living with asthma. A priori criteria were used for the rating process. While 52 (69%) studies had no information pertaining to health literacy, 23 (31%) reported an aspect of health literacy. Although all studies maintained the rigorous standards of randomized clinical trials, a model of health literacy was not reported regarding the design and implementation of interventions. While a more comprehensive health literacy model for the development of educational interventions with families and children may have been available after the reviewed studies were conducted, general literacy levels still could have been addressed. The findings indicate a need to incorporate health literacy in the design of client-centred educational interventions and in the selection criteria of relevant Cochrane reviews. Inclusion assures that health literacy is as important as randomization and statistical analyses in the research design of educational interventions and may even assure participation of people with literacy challenges. © 2012 The Author. International Journal of Evidence-Based Healthcare © 2012 The Joanna Briggs Institute.

Professional Development Capacity Building in Pennsylvania's Regional Staff Development Program: The "WorkNet" Project. Final Report [and] WorkNet Workplace Literacy Trainer's Guide.

ERIC Educational Resources Information Center

Carman, Priscilla S.

These two documents are products of a project to improve the capability of the Pennsylvania Regional Staff Development Centers to provide current, research-based workplace literacy training and technical assistance to adult basic and literacy education programs. The final report describes these project activities: development of training materials…

Health literacy in the "oral exchange": an important element of patient-provider communication.

PubMed

Nouri, Sarah S; Rudd, Rima E

2015-05-01

Oral communication between health care providers and patients--the "oral exchange"--greatly impacts patient health outcomes; however, only recently have health literacy inquiries been incorporated into this field. This review examines the intersection between oral and aural literacy and the oral exchange. A systematic literature search was carried out. Papers published in English since 2003 that specifically examine oral/aural literacy and oral patient-provider communication were included. The search yielded 999 articles, 12 of which were included in this review. Three tools have been developed to measure either patient or provider oral/aural literacy. There is a discrepancy between patient and provider oral/aural literacy levels, and high literacy demand is associated with reduced patient learning. Low patient oral/aural literacy is associated with poor health outcomes. Two interventions have been developed to reduce literacy demand. This review demonstrates the critical role of oral and aural literacy in the oral exchange, the importance of reducing literacy demand, and the need for future research in this field. Recommendations include the use of plain language and teach-back by providers, as well as incorporation of awareness of oral and aural literacy into community programs and health care provider education and training. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

La Communicacion en la educacion de Adultos y el Desarrollo Rural (Adult Literacy and Rural Development). Cuadernos del CREFAL 14.

ERIC Educational Resources Information Center

Vejarano, Gilberto M.; And Others

This booklet presents the ideas that came out of the Regional Meeting for Adult Literacy and Rural Development. The meeting took place in September 1981 at the Regional Center for Adult Education and Functional Literacy for Latin America (CREFAL) in Mexico. Basically, a discussion of adult literacy in the rural areas of Latin America is presented.…

The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

DesJardin, Jean L.; Ambrose, Sophie E.

2010-01-01

Young children who are born deaf or hard of hearing are at risk for language and emergent literacy challenges. Emergent literacy skills play a significant role in early reading abilities for typically developing children with hearing. The purpose of this article is to (a) provide an overview of the research relating to oral language and emerging…

Home literacy experiences and early childhood disability: a descriptive study using the National Household Education Surveys (NHES) program database.

PubMed

Breit-Smith, Allison; Cabell, Sonia Q; Justice, Laura M

2010-01-01

The present article illustrates how the National Household Education Surveys (NHES; U.S. Department of Education, 2009) database might be used to address questions of relevance to researchers who are concerned with literacy development among young children. Following a general description of the NHES database, a study is provided that examines the extent to which parent-reported home literacy activities and child emergent literacy skills differ for children with (a) developmental disabilities versus those who are developing typically, (b) single disability versus multiple disabilities, and (c) speech-language disability only versus other types of disabilities. Four hundred and seventy-eight preschool-age children with disabilities and a typically developing matched sample (based on parent report) were identified in the 2005 administration of the Early Childhood Program Participation (ECPP) Survey in the NHES database. Parent responses to survey items were then compared between groups. After controlling for age and socioeconomic status, no significant differences were found in the frequency of home literacy activities for children with and without disabilities. Parents reported higher levels of emergent literacy skills for typically developing children relative to children with disabilities. These findings suggest the importance of considering the home literacy experiences and emergent literacy skills of young children with disabilities when making clinical recommendations.

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

NASA Astrophysics Data System (ADS)

Tati, T.; Firman, H.; Riandi, R.

2017-09-01

STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

Assessment Literacy: Building a Base for Better Teaching and Learning

ERIC Educational Resources Information Center

Rogler, Dawn

2014-01-01

This article presents principles and practices of effective assessment, outlining seven key concepts--usefulness, reliability, validity, practicality, washback, authenticity, and transparency--and demonstrating how to apply them in creating an exam blueprint. The article also discusses the importance of providing feedback after a test has been…

Phonics Curriculum-Based Measurement: An Initial Study of Reliability and Validity

ERIC Educational Resources Information Center

Swanson, Chad C.

2014-01-01

Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that…

Library-Labs-for-Science Literacy Courses.

ERIC Educational Resources Information Center

Pestel, Beverly C.; Engeldinger, Eugene A.

1992-01-01

Describes two library-lab exercises the authors have incorporated into their college chemistry course. The first exercise introduces students to scientific information and familiarizes them with the tools for accessing it. The second provides a framework for evaluating the reliability of that information and addresses the criteria that should be…

Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill

ERIC Educational Resources Information Center

Perry, Heather Brodie

2017-01-01

Academic librarians need reliable information on the needs of faculty teaching undergraduates about seeking and using information. This study describes information gathered from semistructured interviews of teaching faculty in the sciences from several Boston-area colleges. The interview results provided insight into science faculty attitudes…

77 FR 40866 - Applications for New Awards; Innovative Approaches to Literacy Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-11

... supported by the methods that have been employed. The term includes, appropriate to the research being... observational methods that provide reliable data; (iv) making claims of causal relationships only in random...; and (vii) using research designs and methods appropriate to the research question posed...

How School Librarians Can Contribute to the Personal Growth of Students with Disabilities.

ERIC Educational Resources Information Center

Murray, Janet

2000-01-01

Discusses building self-esteem and confidence of disabled students through school library programs, based on Australian case studies. Topics include validity and reliability of case studies; the influence of teacher attitudes on student attitudes toward the disabled; physical accessibility; information literacy; information technology use; and…

Enhancing News Literacy

ERIC Educational Resources Information Center

Quinn, Lena Consolini

2009-01-01

A revolution in media has sparked an explosion of information, thanks largely to the Internet. Despite the apparent gains in diversity of perspective and ease of access to information, the concern over the reliability of sources extends particularly to youth consumers and their ability to decipher the truth amidst this vast array of media…

Measurement properties of the Health Literacy Questionnaire (HLQ) among older adults who present to the emergency department after a fall: a Rasch analysis.

PubMed

Morris, Rebecca L; Soh, Sze-Ee; Hill, Keith D; Buchbinder, Rachelle; Lowthian, Judy A; Redfern, Julie; Etherton-Beer, Christopher D; Hill, Anne-Marie; Osborne, Richard H; Arendts, Glenn; Barker, Anna L

2017-08-29

Health literacy is an important concept associated with participation in preventive health initiatives, such as falls prevention programs. A comprehensive health literacy measurement tool, appropriate for this population, is required. The aim of this study was to evaluate the measurement properties of the Health Literacy Questionnaire (HLQ) in a cohort of older adults who presented to a hospital emergency department (ED) after a fall. Older adults who presented to an ED after a fall had their health literacy assessed using the HLQ (n = 433). Data were collected as part of a multi-centre randomised controlled trial of a falls prevention program. Measurement properties of the HLQ were assessed using Rasch analysis. All nine scales of the HLQ were unidimensional, with good internal consistency reliability. No item bias was found for most items (43 of 44). A degree of overall misfit to the Rasch model was evident for six of the nine HLQ scales. The majority of misfit indicated content overlap between some items and does not compromise measurement. A measurement gap was identified for this cohort at mid to high HLQ score. The HLQ demonstrated good measurement properties in a cohort of older adults who presented to an ED after a fall. The summation of the HLQ items within each scale, providing unbiased information on nine separate areas of health literacy, is supported. Clinicians, researchers and policy makers may have confidence using the HLQ scale scores to gain information about health literacy in older people presenting to the ED after a fall. This study was registered with the Australian New Zealand Clinical Trials Registry, number ACTRN12614000336684 (27 March 2014).

Korean Secondary Students' Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire

ERIC Educational Resources Information Center

Mun, Kongju; Shin, Namsoo; Lee, Hyunju; Kim, Sung-Won; Choi, Kyunghee; Choi, Sung-Youn; Krajcik, Joseph S.

2015-01-01

We re-conceptualized the meaning of scientific literacy and developed an instrument, which we call the Global Scientific Literacy Questionnaire (GSLQ) based on a new conceptual framework for scientific literacy in the twenty-first century. We identified five dimensions, each with key elements. The five dimensions are (1) content knowledge (core…

Boys' Literacy Development: Navigating the Intersection of Popular Culture, New Literacies, and High-Stakes Assessments

ERIC Educational Resources Information Center

Yeung, Daniel; Curwood, Jen Scott

2015-01-01

Prior scholarship suggests that many boys are disengaged from school-based literacy because they do not see its value or significance in their lives. In response, this study investigates the role of popular culture and new literacies in motivating adolescent boys within secondary English. Drawing on sociocultural approaches to literacy research,…

Literacy: A Route to Addressing Child Poverty? National Literacy Trust Research Review

ERIC Educational Resources Information Center

National Literacy Trust, 2011

2011-01-01

This short document reviews research into the role of low literacy in poverty and disadvantage. It sets out evidence for the impact of parental engagement in home learning and the significance of attitudes, aspirations and literacy development. The National Literacy Trust hopes that this is a useful resource for those with responsibility for, and…

Critical Digital Literacies as Social Praxis: Intersections and Challenges. New Literacies and Digital Epistemologies. Volume 54

ERIC Educational Resources Information Center

Avila, JuliAnna, Ed.; Pandya, Jessica Zacher, Ed.

2013-01-01

The contributors to this edited volume examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. We ask: How has the increasing ubiquity of digital literacies in and out of school affected our…

NCSALL Health Literacy Study Circle+ Facilitators Training. Training Guide

ERIC Educational Resources Information Center

National Center for the Study of Adult Learning and Literacy (NCSALL), 2007

2007-01-01

This training guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) to help connect research and practice in the field of adult education and family literacy. A Health and Adult Literacy and Learning (HALL)/NCSALL Health Literacy Study Circle+ is a professional development activity for adult basic education…

Images Every American Should Know: Developing the "Cultural Image Literacy Assessment-USA"

ERIC Educational Resources Information Center

Emanuel, Richard; Baker, Kim; Challons-Lipton, Siu

2016-01-01

This paper describes the evolution of the "Cultural Image Literacy Assessment-USA"©. This assessment represents an important first step in measuring image literacy within a culture. Visual literacy is an integral part of all cultures. The framework used in creating an assessment of cultural image literacy in the United States could be…

Literacies for Life.

ERIC Educational Resources Information Center

Shaker, Paul

2001-01-01

To prosper as adults, students must develop varied literacies, including personal economic skills (understandings of credit, home ownership, retirement planning, taxation, and investing) and social and emotional literacies such as family and personal coping skills. Regarding aesthetic literacy, art should permeate the school environment through…

Building Teachers' Research Literacy: Integrating Practice and Research

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael; Christodoulou, Andri

2017-01-01

Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs' research literacy, through establishing strong collaborative links between universities and…

Traditional Literacy and Critical Thinking

ERIC Educational Resources Information Center

Dando, Priscille

2016-01-01

How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of…

Teaching and Testing Early Reading. Focus On

ERIC Educational Resources Information Center

Mraz, Maryann; Kissel, Brian

2007-01-01

This issue of "Focus On" provides an overview of several key early literacy components: phonemic awareness, alphabet knowledge, concepts of print, oral language development, writing, family literacy, and reading aloud. Suggestions for assessing early literacy development are provided, and examples of implementation of effective early literacy…

Transforming Our World: Literacy for Sustainable Development

ERIC Educational Resources Information Center

Hanemann, Ulrike, Ed.

2015-01-01

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

ERIC Educational Resources Information Center

Carrejo, David J.; Reinhartz, Judy

2014-01-01

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

Environment for Meaningful Development of Reading Literacy in Pre-School

ERIC Educational Resources Information Center

Zarina, Sandra; Belousa, Inga

2011-01-01

At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It…

Linguistically Based Inequality, Multilingual Education and a Genre-Based Literacy Development Pedagogy: Insights from the Australian Experience

ERIC Educational Resources Information Center

White, Peter R. R.; Mammone, Giuseppe; Caldwell, David

2015-01-01

This chapter addresses the issue of pedagogy and bilingual/multilingual education: how best to match teaching-and-learning approaches to the literacy development needs of students in multilingual educational settings. More specifically, it makes the case for what is known as the "Sydney school" genre-based literacy development approach.…

Communities of Caring: Developing Curriculum That Engages Latino/a Students' Diverse Literacy Practices

ERIC Educational Resources Information Center

Ordoñez-Jasis, Rosario; Dunsmore, KaiLonnie; Herrera, George; Ochoa, Carlos; Diaz, Laura; Zuniga-Rios, Elizabeth

2016-01-01

This study investigates the learning and work of a community of practice that engaged in a specific inquiry around family/community literacy and the development of a culture of caring that would connect family/community/school literacies in ways that allowed their mostly Latino/a students to develop positive student identities, enhanced personal…

Empowering Parents as Reading Tutors: An Example of a Family School Partnership for Children's Literacy Development.

ERIC Educational Resources Information Center

Janiak, Richard

Research suggests that quality home literacy activities make a difference in children's reading development. The federally funded Title I program of the Charlotte County, Florida school system promoted the role of parents as reading tutors in a way that supported the district's literacy development goals and philosophy. Parent involvement plans…

Measuring Media Literacy for Media Education: Development of a Questionnaire for Teachers' Competencies

ERIC Educational Resources Information Center

Simons, Mathea; Meeus, Will; T'Sas, Jan

2017-01-01

Effective media education requires that teachers have sufficient media literacy competencies as well as the competencies to promote media literacy in students. This article describes the development of a questionnaire to measure these competencies individually or as a team. The questionnaire was developed in five stages. A systematic and critical…

Teaching Strategies to Develop Inquiry and Literacy Skills: "Languaging" in Foreign Language Immersion Education

ERIC Educational Resources Information Center

Husbye, Nicholas; Dorner, Lisa M.

2017-01-01

One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked:…

Factors Affecting the Disposition of Research-Based Innovations in the Development of a Basal Reading Program: A Case Analysis.

ERIC Educational Resources Information Center

Wile, J. M.

A study investigated how the beliefs of literacy scholars affect the development of basal reading programs, the roles literacy scholars play in the development of new reading programs, and some of the critical factors that affect the disposition of innovative ideas. Two literacy scholars who had actively collaborated on the development of separate…

Assessing the usefulness and acceptability of a low health literacy online decision aid about reproductive choices for younger women with breast cancer: the aLLIAnCE pilot study protocol.

PubMed

Peate, Michelle; Smith, Sian Karen; Pye, Victoria; Hucker, Alice; Stern, Catharyn; Stafford, Lesley; Oakman, Catherine; Chin-Lenn, Laura; Shanahan, Kerry; Ratnayake Gamage, Nipuni; Hickey, Martha

2017-01-01

Young women diagnosed with breast cancer may be confronted by many difficult decisions, especially around fertility preservation prior to commencing cancer treatment. The information to be conveyed is complex, and it may be difficult to weigh up the risks and benefits of the different fertility preservation options available. This complexity is compounded by the widespread low levels of literacy and health literacy in Australia, which may result in greater difficulties in understanding available health information and in decision-making. A working group of experts have developed a fertility-related online decision aid for a low health literacy population, guided by health literacy principles. The decision aid will be pilot tested with 30 women diagnosed with early breast cancer between 5 years and 6 months previously. To be eligible, at the time of diagnosis, women must be between 18 and 40 years (inclusive), pre-menopausal, have no history of metastatic disease, have not completed their families, be able to give informed consent and have low health literacy. Participants will be asked to reflect back to the time in which they were diagnosed. Participants will complete a questionnaire before and after reviewing the decision aid to determine the feasibility, use and acceptability of the decision aid. The decision aid will be modified accordingly. Participants may also choose to review a previously developed (high literacy) decision aid and provide feedback in comparison to the low health literacy decision aid. This project represents the first study to develop an online fertility decision aid developed from low health literacy models in the context of breast cancer. It is anticipated that the low health literacy decision aid will be useful and acceptable to young women with low health literacy who have been diagnosed with breast cancer and that it will be preferred over the high literacy decision aid. ACTRN12615001364561p.

Development and validation of a nutritional education pamphlet for low literacy pediatric oncology caregivers in Central America.

PubMed

Garcia, Melissa; Chismark, Elisabeth A; Mosby, Terezie; Day, Sara W

2010-12-01

A culturally appropriate nutrition education pamphlet was developed and validated for low-literacy caregivers in Honduras, El Salvador, and Guatemala. The pamphlet was developed after a preliminary survey of pediatric oncology nurses in the 3 countries to assess the need for education materials, caregiver literacy levels, and local eating habits. Experts in nutrition and low-literacy patient education and pediatric oncology nurses validated the pamphlet's content and design. The pamphlet was validated positively and has been circulated to pediatric oncology caregivers in Central America.

Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

NASA Astrophysics Data System (ADS)

Larrinaga McGee, Patria Maria

Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science learning. Students' learning needs appeared related to (a) depth of science knowledge, and (b) written communication in science. Students' performances and attitudes suggested a continuum of readiness for science inquiry. Differences in performances and attitudes revealed curricular, personal, social, cultural, cognitive, metacognitive, and linguistic aspects that could impact science learning and literacy development. Implications for instruction and assessment were discussed. Suggestions for further research were presented.

REACH--Richmond Enhanced Academics for Change. Nabisco Richmond Model. Skills Effectiveness Training for Workplace Literacy: The Non-Intrusive Determination of Workplace Literacy Skills Requirements in a Union Environment. Final Reports.

ERIC Educational Resources Information Center

Nabisco, Richmond, VA.

A workplace literacy project was conducted at the Nabisco Richmond Facility for the following purposes: to determine what academic skills are necessary to perform 10 selected jobs, to develop a validated assessment to evaluate an employee's literacy skills, to develop a job-specific curriculum to improve skill deficits, and to provide an…

"Rap Universal": Using Multimodal Media Production to Develop ICT Literacies

ERIC Educational Resources Information Center

Turner, K. C. Nat

2011-01-01

Through a multimodal media production literacy intervention in an extended-day program, culturally and linguistically diverse youth developed valuable information and communication technology literacies, including: (1) Specific how-to skills useful in future academic, professional, social, and civic contexts; (2) Abilities to critically interpret…

The Reading Connection: Literacy Development and Homeless Children.

ERIC Educational Resources Information Center

Hanning, Eileen

1996-01-01

Describes a model of intervention that is designed to support and encourage literacy development among children whose families are or recently have been homeless. The article then places this model within a global context, discussing the broader implications of providing literacy support services for homeless families. (GR)

Relating Preschool Quality to Children's Literacy Development

ERIC Educational Resources Information Center

Cunningham, Denise D.

2010-01-01

Preschool classrooms were investigated to determine the extent to which quality is related to children's literacy development. The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest that global classroom quality and literacy environment quality are strongly related. Literacy…

Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

ERIC Educational Resources Information Center

Porter, Jason A.; Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

2010-01-01

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy…

Doors to Discovery [TM]. WWC Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

Doors to Discovery[TM], an early childhood curriculum, focuses on the development of children's vocabulary and expressive and receptive language through a learning process called "shared literacy," where adults and children work together to develop literacy-related skills. Literacy activities, organized into thematic units, encourage children's…

Affective Dimensions of Adult Literacy Development.

ERIC Educational Resources Information Center

Durgunoglu, Aydin Y.

To investigate affective dimensions of adult literacy development more systematically, researchers conducted a qualitative comparative analysis of four women participating in an adult literacy program in Istanbul, Turkey. The contrastive study chose two participants who completed the course; each was matched with a participant who had dropped out.…

Bilingual health literacy assessment using the Talking Touchscreen/la Pantalla Parlanchina: Development and pilot testing.

PubMed

Yost, Kathleen J; Webster, Kimberly; Baker, David W; Choi, Seung W; Bode, Rita K; Hahn, Elizabeth A

2009-06-01

Current health literacy measures are too long, imprecise, or have questionable equivalence of English and Spanish versions. The purpose of this paper is to describe the development and pilot testing of a new bilingual computer-based health literacy assessment tool. We analyzed literacy data from three large studies. Using a working definition of health literacy, we developed new prose, document and quantitative items in English and Spanish. Items were pilot tested on 97 English- and 134 Spanish-speaking participants to assess item difficulty. Items covered topics relevant to primary care patients and providers. English- and Spanish-speaking participants understood the tasks involved in answering each type of question. The English Talking Touchscreen was easy to use and the English and Spanish items provided good coverage of the difficulty continuum. Qualitative and quantitative results provided useful information on computer acceptability and initial item difficulty. After the items have been administered on the Talking Touchscreen (la Pantalla Parlanchina) to 600 English-speaking (and 600 Spanish-speaking) primary care patients, we will develop a computer adaptive test. This health literacy tool will enable clinicians and researchers to more precisely determine the level at which low health literacy adversely affects health and healthcare utilization.

Concerns and future challenges of health literacy in the Nordic countries - From the point of view of health promotion practitioners and researchers.

PubMed

Ringsberg, K C; Olander, E; Tillgren, P; Thualagant, N; Trollvik, A

2018-02-01

Health literacy is an essential social determinant for promoting and maintaining the health of a population. From a health promotion perspective, explore health literacy issues, concerns and future challenges among Nordic practitioners and researchers. Data were collected in a workshop at the 8 th Nordic Health Promotion Conference, and in a literature review, with articles from five databases. The search included title and abstract with the search terms health literacy* and health literacy as a MeSH term and all the Nordic countries. Qualitative and quantitative analysis were used. Twenty-five persons participated in the workshop. The discussions were summarized in six themes: concept of health literacy in national language; risk of victim blaming; measuring health literacy; content in school curricula on health literacy; new technologies for information and communication; communication and collaboration between different actors in support of health. Forty-three articles on health literacy were identified, mainly conducted within three fields: development, test and adaptation of instruments for measuring health literacy; measurement of health literacy among patients, or other defined target groups and on populations; and developing and evaluating methods/tools for the training of personnel groups or different target groups. There is a need for further studies providing a more in-depth understanding of the health literacy concept, knowledge on how to measure health literacy, ethical aspects, application in intersectoral collaboration as well as the adaptation to new technologies for information and communication in education supporting health literacy. As health literacy is an essential social health determinant, a concern and a future challenge must be, to make the health literacy concept familiar and visible in health promotion policies, research and practice such as health education.

Young adolescents' engagement in dietary behaviour - the impact of gender, socio-economic status, self-efficacy and scientific literacy. Methodological aspects of constructing measures in nutrition literacy research using the Rasch model.

PubMed

Guttersrud, Øystein; Petterson, Kjell Sverre

2015-10-01

The present study validates a revised scale measuring individuals' level of the 'engagement in dietary behaviour' aspect of 'critical nutrition literacy' and describes how background factors affect this aspect of Norwegian tenth-grade students' nutrition literacy. Data were gathered electronically during a field trial of a standardised sample test in science. Test items and questionnaire constructs were distributed evenly across four electronic field-test booklets. Data management and analysis were performed using the RUMM2030 item analysis package and the IBM SPSS Statistics 20 statistical software package. Students responded on computers at school. Seven hundred and forty tenth-grade students at twenty-seven randomly sampled public schools were enrolled in the field-test study. The engagement in dietary behaviour scale and the self-efficacy in science scale were distributed to 178 of these students. The dietary behaviour scale and the self-efficacy in science scale came out as valid, reliable and well-targeted instruments usable for the construction of measurements. Girls and students with high self-efficacy reported higher engagement in dietary behaviour than other students. Socio-economic status and scientific literacy - measured as ability in science by applying an achievement test - did not correlate significantly different from zero with students' engagement in dietary behaviour.

Defining Workplace Literacy Education in Massachusetts. A Survey of Workplace Literacy Education Programs in Massachusetts, Conducted in September and October 1989.

ERIC Educational Resources Information Center

Rosen, David J.; Kale, Cerci

A survey of 42 Massachusetts workplace literacy programs was conducted in fall 1989 to determine whether the programs generally fit a standard definition of workplace literacy derived from "A Guide to Developing Instruction for Workforce Literacy Programs" by Jorie W. Philippi. The study's seven-item questionnaire included the definition…

Job Literacy Analysis: A Practical Methodology for Use in Identifying Job-Related Literacy Skills.

ERIC Educational Resources Information Center

Norback, Judith Shaul; And Others

The Job Literacy Analysis (JLA) was developed in response to the need for analyzing the literacy requirements of various occupations in an effort to match the instruction to the job and to enhance the job relatedness of curricula. It is a systematic, comprehensive process for identifying the important literacy skills needed by workers to function…

U.S.A./Mexico Adult Literacy Project: Educacion sin Fronteras/Education without Borders. Final Report, January 1, 1993 - September 30, 1993.

ERIC Educational Resources Information Center

Hacienda La Puente Unified School District, City of Industry, CA.

A cooperative literacy education program involving Mexico and the United States' border states is documented. The project has three objectives: to (1) implement the Mexican literacy agency's approach to promoting literacy among native Spanish speakers; (2) coordinate U.S./Mexico literacy task force activities; and (3) develop an immigrants' rights…

The Influence of Administrators on Literacy Instruction through the Promotion and Selection of Professional Development

ERIC Educational Resources Information Center

Johnston-Josey, Lucy Katherine

2017-01-01

Literacy is a key component to success in school and in life. Literacy has been a focus of education since 1965 when President Jimmy Carter announced a "war on poverty." Since then, history has shown that educators should place an emphasis on literacy within schools. Because literacy is so important, I set out to explore how…

Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching.

PubMed

Crawford, April D; Zucker, Tricia A; Williams, Jeffrey M; Bhavsar, Vibhuti; Landry, Susan H

2013-12-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based coaching model. We examined psychometric characteristics of the COT and explored how coaches and teachers used the COT goal-setting system. The study included 193 coaches working with 3,909 pre-k teachers in a statewide professional development program. Classrooms served 3 and 4 year olds (n = 56,390) enrolled mostly in Title I, Head Start, and other need-based pre-k programs. Coaches used the COT during a 2-hr observation at the beginning of the academic year. Teachers collected progress-monitoring data on children's language, literacy, and math outcomes three times during the year. Results indicated a theoretically supported eight-factor structure of the COT across language, literacy, and math instructional domains. Overall interrater reliability among coaches was good (.75). Although correlations with an established teacher observation measure were small, significant positive relations between COT scores and children's literacy outcomes indicate promising predictive validity. Patterns of goal-setting behaviors indicate teachers and coaches set an average of 43.17 goals during the academic year, and coaches reported that 80.62% of goals were met. Both coaches and teachers reported the COT was a helpful measure for enhancing quality of Tier 1 instruction. Limitations of the current study and implications for research and data-based coaching efforts are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Bootlegging Literacy Sponsorship, Brewing up Institutional Change

ERIC Educational Resources Information Center

Carrick, Tracey Hammler

2007-01-01

This paper considers how community literacy programs factor into broader economies of literacy development. The author analyzes two Appalachian community literacy projects, Shirley Brice Heath's ethnographic project in the Carolina Piedmont and Highlander Research and Education Center's organizing efforts with the Appalachian People's Movement, to…

Hispanic Families as Facilitators of Their Children's Literacy Development

ERIC Educational Resources Information Center

Saracho, Olivia N.

2007-01-01

Hispanic families provide children with literacy-rich environments, experiences, and interactions. Studies were reviewed to identify the Hispanic families' literacy practices, which were influenced by the families' educational levels, language, beliefs, and cultural practices. Family members can reinforce the children's literacy learning when they…

Assessing Health Literacy in Deaf American Sign Language Users.

PubMed

McKee, Michael M; Paasche-Orlow, Michael K; Winters, Paul C; Fiscella, Kevin; Zazove, Philip; Sen, Ananda; Pearson, Thomas

2015-01-01

Communication and language barriers isolate Deaf American Sign Language (ASL) users from mass media, health care messages, and health care communication, which, when coupled with social marginalization, places them at a high risk for inadequate health literacy. Our objectives were to translate, adapt, and develop an accessible health literacy instrument in ASL and to assess the prevalence and correlates of inadequate health literacy among Deaf ASL users and hearing English speakers using a cross-sectional design. A total of 405 participants (166 Deaf and 239 hearing) were enrolled in the study. The Newest Vital Sign was adapted, translated, and developed into an ASL version (ASL-NVS). We found that 48% of Deaf participants had inadequate health literacy, and Deaf individuals were 6.9 times more likely than hearing participants to have inadequate health literacy. The new ASL-NVS, available on a self-administered computer platform, demonstrated good correlation with reading literacy. The prevalence of Deaf ASL users with inadequate health literacy is substantial, warranting further interventions and research.

Association of financial and health literacy with cognitive health in old age.

PubMed

Wilson, Robert S; Yu, Lei; James, Bryan D; Bennett, David A; Boyle, Patricia A

2017-03-01

We tested the hypothesis that higher financial and health literacy is associated with better cognitive health in 755 older persons who completed a literacy measure (M = 67.9, SD = 14.5) and then had annual clinical evaluations for a mean of 3.4 years. In proportional hazards models, higher literacy was associated with decreased risk of developing incident Alzheimer's disease (n = 68) and results were similar for financial and health literacy subscales and after adjustment for potential confounders. In mixed-effects models, higher literacy was related to higher baseline level of cognition and reduced cognitive decline in multiple domains. Among the 602 persons without any cognitive impairment at baseline, higher literacy was associated with a reduced rate of cognitive decline and risk of developing incident mild cognitive impairment (n = 142). The results suggest that higher levels of financial and health literacy are associated with maintenance of cognitive health in old age.

Assessing Health Literacy in Deaf American Sign Language Users

PubMed Central

McKee, Michael M.; Paasche-Orlow, Michael; Winters, Paul C.; Fiscella, Kevin; Zazove, Philip; Sen, Ananda; Pearson, Thomas

2015-01-01

Communication and language barriers isolate Deaf American Sign Language (ASL) users from mass media, healthcare messages, and health care communication, which when coupled with social marginalization, places them at a high risk for inadequate health literacy. Our objectives were to translate, adapt, and develop an accessible health literacy instrument in ASL and to assess the prevalence and correlates of inadequate health literacy among Deaf ASL users and hearing English speakers using a cross-sectional design. A total of 405 participants (166 Deaf and 239 hearing) were enrolled in the study. The Newest Vital Sign was adapted, translated, and developed into an ASL version of the NVS (ASL-NVS). Forty-eight percent of Deaf participants had inadequate health literacy, and Deaf individuals were 6.9 times more likely than hearing participants to have inadequate health literacy. The new ASL-NVS, available on a self-administered computer platform, demonstrated good correlation with reading literacy. The prevalence of Deaf ASL users with inadequate health literacy is substantial, warranting further interventions and research. PMID:26513036

Developing the Understanding of the Role of Interpersonal Interaction in Early Literacy Development: A Case Study of a Thai Public Preschool

ERIC Educational Resources Information Center

Klibthong, Sunanta

2012-01-01

This study focuses on the role of interpersonal interaction in early literacy development in one public preschool school in Bangkok, Thailand. Specifically, it explores and analyses the nature of interpersonal interaction and collaborative activities the teachers employ in teaching literacy to children. The study involves observation of 82…

Effects of a Two-Way Bilingual Program on the Literacy Development of Students in Kindergarten and First Grade

ERIC Educational Resources Information Center

Lopez, Maria G.; Tashakkori, Abbas

2004-01-01

This study examines the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. This study compared the literacy development of two groups of children who received different proportions of instruction in English and Spanish. Both the experimental and control groups…

Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country

ERIC Educational Resources Information Center

Regan, Tiffany Arnett

2017-01-01

The purpose of this descriptive case study was to identify teacher strengths and needs to create a site-specific professional development program for literacy. I was interested in studying how to identify teacher needs and strengths and explore the compatibility between teacher beliefs, current practice, and best practices in literacy. This study…

The Development of Conceptions of the Right to Literacy in Traditional Rural Africa

ERIC Educational Resources Information Center

Day, Kathryn Louise

2010-01-01

This study examined conceptions of the right to literacy in children, adolescents, and young adults living in rural Zulu villages in the mountains of KwaZulu Natal, South Africa, as one instantiation of the development of conceptions of human rights in a developing world setting. Of human rights, literacy was chosen because of its familiarity to…

Developing the IRIS: Toward Situated and Valid Assessment Measures in Collaborative Professional Development and School Reform in Literacy

ERIC Educational Resources Information Center

Rogers, Theresa; Winters, Kari Lynn; Bryan, Gregory; Price, John; McCormick, Frank; House, Liisa; Mezzarobba, Dianna; Sinclaire, Carollyne

2006-01-01

This article illustrates the development and use of a situated assessment tool in the context of a collaborative (university-school district) literacy reform effort in British Columbia, Canada. The three-year project was focused on improving literacy, including reading comprehension strategy use, among students in grades 4 through 8. It began in…

The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

NASA Astrophysics Data System (ADS)

Choirunnisak; Ibrahim, M.; Yuliani

2018-01-01

The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

Families Learning Together in Colorado: A Report on Family Literacy.

ERIC Educational Resources Information Center

Anderson, Jean E.

This report, which is intended for individuals developing family literacy (FL) programs, contains background information on the research, development, operation, evaluation, and outcomes of federal- and state-level FL initiatives. Discussed in section 1 are the following topics: the importance/benefits of FL programs; definitions of literacy and…

Parents' Experiences of a Literacy Class

ERIC Educational Resources Information Center

Wells, Sherry L.

2013-01-01

School districts often find it challenging to teach strategies and skills in literacy development to the parents of the students they serve. These challenges underscore the importance that parents understand the research-based strategies teachers use to assist their children at home with literacy development. In order to support parents'…

Conceptualising a New Approach to Adolescent Health Literacy

ERIC Educational Resources Information Center

Peralta, Louisa; Rowling, Louise; Samdal, Oddrun; Hipkins, Rose; Dudley, Dean

2017-01-01

Background: Health literacy research for adolescents and young people has been growing in importance. However, conceptualisation has been largely limited to concepts of adult health literacy in healthcare and disease prevention settings. The challenge for the future lies in developing a coherent concept that combines adolescent development,…

Disciplinary Literacy in Science: Developing Science Literacy through Trade Books

ERIC Educational Resources Information Center

Fang, Zhihui

2014-01-01

Developing science literacy requires not only firsthand explorations of the material world but also secondhand investigations with text. A potentially powerful kind of text in science is trade books. This column describes four classroom ploys for using science trade books to enhance students' secondhand experiences.

Leadership and Moral Literacy in Intercultural Schools

ERIC Educational Resources Information Center

Walker, Allan; Haiyan, Qian; Shuangye, Chen

2007-01-01

Purpose: The purpose of this paper is to explore what developing moral literacy for leaders in intercultural schools will mean. Design/methodology/approach: Relevant literature on moral literacy, leadership, intercultural schools and social learning is brought together and integrated to develop an understanding of the intricacies of leading for…

Prison Literacy Project Handbook.

ERIC Educational Resources Information Center

Kops, Joan, Ed.

This handbook records the creation, development and growth, and stumbling blocks and successes of the Prison Literacy Project (PLP). It is intended to serve as a model for other community groups that are developing their own literacy projects. The handbook provides a history and philosophy of PLP, states PLP's vision and purpose, discusses need,…

Developing an Employee Volunteer Literacy Program. BCEL Bulletin. Issue No. 1.

ERIC Educational Resources Information Center

BCEL Bulletin, 1986

1986-01-01

This bulletin aims to provide guidance to business companies in developing an employee volunteer literacy program in which employees volunteer their time to assist in such aspects of community adult literacy campaigns as advocacy, public relations, fundraising, community leadership, and tutoring. A section on assessing local community needs…

Use of Writing with Symbols 2000 Software to Facilitate Emergent Literacy Development

ERIC Educational Resources Information Center

Parette, Howard P.; Boeckmann, Nichole M.; Hourcade, Jack J.

2008-01-01

This paper outlines the use of the "Writing with Symbols 2000" software to facilitate emergent literacy development. The program's use of pictures incorporated with text has great potential to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness, alphabetic principle, vocabulary…

The Changing Perspectives of Librarians in the "Better Beginnings" Family Literacy Program

ERIC Educational Resources Information Center

Barratt-Pugh, Caroline; Anderson, Karen; North, Sue

2013-01-01

Libraries across Australia are becoming increasingly involved in the development and implementation of family literacy programs, placing librarians at the centre of this initiative. "Better Beginnings" is a family literacy program developed by the State Library of Western Australian and delivered throughout the state. The program…

Developing Literacy through Music

ERIC Educational Resources Information Center

McIntire, Jean M.

2007-01-01

Music teachers are trained to teach music, but the truth is that they teach children. They must consider the whole child in their teaching. To be successful in school and in life, children need literacy skills. Literacy is naturally developed through music. Within a safe, inviting environment with opportunities for play, children learn when they…

The "Test of Financial Literacy": Development and Measurement Characteristics

ERIC Educational Resources Information Center

Walstad, William B.; Rebeck, Ken

2017-01-01

The "Test of Financial Literacy" (TFL) was created to measure the financial knowledge of high school students. Its content is based on the standards and benchmarks stated in the "National Standards for Financial Literacy" (Council for Economic Education 2013). The test development process involved extensive item writing and…

Digital Media and Emergent Literacy

ERIC Educational Resources Information Center

Hisrich, Katy; Blanchard, Jay

2009-01-01

This article discusses digital media and its potential effects on emergent literacy skills development for young children. While the impact of digital media exposure on children's emergent literacy development is largely unknown, it is becoming a significant issue, as more and more young children throughout the world observe and use various forms…

Non Formal Education for Agricultural Workers & Fishermen. A Case Study.

ERIC Educational Resources Information Center

Pillai, K. Sivadasan

An attempt to integrate socioeconomic development with literacy through nonformal education programs in Kerala, India, involved illiterate and semi-literate adults (1050 men, 450 women) in two pilot literacy projects organized by the Sanghom (library organization), Mitraniketan, and state government. Two literacy primers were developed, using an…

Developing Literacy and Literacy Competence: Challenges for Foreign Language Departments.

ERIC Educational Resources Information Center

Byrnes, Heidi; Kord, Susanne

This chapter provides a dialogue between two teachers that challenges philosophical and practical divisions both inside and outside the academy regarding the development of literacy and literary competence in foreign language departments. It also describes curricular revisions at their institution that address those divisions. One teacher crafts…

Developing Psychological Literacy: Is There a Role for Reflective Practice?

ERIC Educational Resources Information Center

Coulson, Debra; Homewood, Judi

2016-01-01

Psychological literacy is an umbrella term that is widely used to describe the attributes or capabilities of psychology graduate (Cranney & Dunn 2011). This article explores some of the complexities inherent in the learning and teaching of psychological literacy by exploring challenges to the development of self-awareness and cultural…

"Those Anime Students": Foreign Language Literacy Development through Japanese Popular Culture

ERIC Educational Resources Information Center

Fukunaga, Natsuki

2006-01-01

Using multiliteracies and sociocultural perspectives on language and literacy learning, this article describes three Japanese as a foreign language (JFL) students' literacy development through involvement with Japanese popular culture. As part of a larger qualitative ethnographic study, the author interviewed JFL learners who have a particular…

Environmental Literacy of Undergraduate College Students: Development of the Environmental Literacy Instrument (ELI)

ERIC Educational Resources Information Center

Lloyd-Strovas, Jenny; Moseley, Christine; Arsuffi, Tom

2018-01-01

As the world population continues to increase and natural resources become limited, environmental education (EE) in universities play an essential role in developing environmentally literate. This study measured the environmental literacy (EL) levels (familiar knowledge, factual knowledge, attitude, behavior) of undergraduate college students.…

Literacy Express. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Literacy Express" is a preschool curriculum designed for three-to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development. It can be used in half-or full-day programs with typically developing children and children with special…

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

NASA Astrophysics Data System (ADS)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

Literacy in Development: The Second Step. Final Report of Second Experts Meeting on the Production of Training Materials in the Field of Functional Literacy, Dizine, Iran, 24-29 May, 1976.

ERIC Educational Resources Information Center

International Inst. for Adult Literacy Methods, Teheran (Iran).

This report contains two main sections and three appendixes (reports of the working groups and summaries of workshop reports in Zaire and in Sierra Leone). Section one reviews the rationale, design, and intended use of the training monograph series, "Literacy in Development," which focuses on the needs of the middle-level literacy workers and…

Health literacy and parent attitudes about weight control for children.

PubMed

Liechty, Janet M; Saltzman, Jaclyn A; Musaad, Salma M

2015-08-01

The purpose of this study was to examine associations between parental health literacy and parent attitudes about weight control strategies for young children. Parental low health literacy has been associated with poor child health outcomes, yet little is known about its relationship to child weight control and weight-related health information-seeking preferences. Data were drawn from the STRONG Kids Study, a Midwest panel survey among parents of preschool aged children (n = 497). Parents endorsed an average of 4.3 (SD =2.8) weight loss strategies, 53% endorsed all three recommended weight loss strategies for children, and fewer than 1% of parents endorsed any unsafe strategies. Parents were most likely to seek child weight loss information from healthcare professionals but those with low (vs. adequate) health literacy were significantly less likely to use the Internet or books and more likely to use minister/clergy as sources. Poisson and logistic regressions showed that higher health literacy was associated with endorsement of more strategies overall, more recommended strategies, and greater odds of endorsing each specific recommended strategy for child weight control, after adjusting for parent age, education, race/ethnicity, income, marital status, weight concern, and child BMI percentile. Findings suggest that health literacy impacts parental views about child weight loss strategies and health information-seeking preferences. Pediatric weight loss advice to parents should include assessment of parent attitudes and prior knowledge about child weight control and facilitate parent access to reliable sources of evidence-informed child weight control information. Copyright © 2015 Elsevier Ltd. All rights reserved.

[A review of definitions and measurement scales for financial literacy].

PubMed

Kamiya, Tetsuji

2017-02-01

This paper examines the definitions and measurement scales for financial literacy presented in previous studies in order to develop a new financial literacy scale. The early definition of financial literacy basically meant “financial knowledge,” but the latest definition has been extended to include or refer to consumers’ financial behaviours, consumers’ interactions with their social and economic environments, and the effect of cognitive biases on consumers’ financial behaviours. On the other hand, conventional measurement scales for financial literacy are generally composed of declarative knowledge questions and numerical ability tests concerning personal finance. This paper addresses the fact that previous financial literacy scales have been based on the traditional concept of “Homo economicus”. We suggest that it is necessary to develop a new financial literacy scale that is comprised of critical thinking disposition such as “awareness for logical thinking” or “evidence-based judgment.”

Developing information literacy: a key to evidence-based nursing.

PubMed

Shorten, A; Wallace, M C; Crookes, P A

2001-06-01

This report describes the evaluation of a curriculum-integrated programme designed to help students develop an awareness of the nursing literature, the skills to locate and retrieve it, and skills required in its evaluation; in other words'information literacy'. Positive changes in student performance on objective measures of information-literacy skills were revealed as well as a significant increase in the levels of confidence of the student in performing those skills. Students who had undertaken the information-literacy programme ('programme' students) performed better on a range of objective measures of information literacy, as well as reporting higher levels of confidence in these skills, than students who had not participated in the programme ('non-programme' students). Evaluation of this programme provides evidence of the potential usefulness of a curriculum-integrated approach for the development of information-literacy skills within nursing education. With these underlying skills, students will be better equipped to consolidate and extend their key information-literacy skills to include research appreciation and application. These are vital for effective lifelong learning and a prerequisite to evidence-based practice.

Reading and language intervention for children at risk of dyslexia: a randomised controlled trial.

PubMed

Duff, Fiona J; Hulme, Charles; Grainger, Katy; Hardwick, Samantha J; Miles, Jeremy N V; Snowling, Margaret J

2014-11-01

Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. © 2014 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

What Works? Literacy Training in the Workplace. Participant Packet.

ERIC Educational Resources Information Center

National Center on Adult Literacy, Philadelphia, PA.

This document, which was developed for participants in a videoconference on literacy training in the workplace, contains information and resources designed to help literacy trainers improve their workplace literacy programs. Presented in the introductory section are a videoconference evaluation form, list of videoconference sponsors, and…

Does Whole-Word Multimedia Software Support Literacy Acquisition?

ERIC Educational Resources Information Center

Karemaker, Arjette M.; Pitchford, Nicola J.; O'Malley, Claire

2010-01-01

This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated…

Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site

ERIC Educational Resources Information Center

Lindstrom, Denise L.; Niederhauser, Dale S.

2016-01-01

The authors, working from a "new literacies studies" perspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices…

What can we learn from PISA?: Investigating PISA's approach to scientific literacy

NASA Astrophysics Data System (ADS)

Schwab, Cheryl Jean

This dissertation is an investigation of the relationship between the multidimensional conception of scientific literacy and its assessment. The Programme for International Student Assessment (PISA), developed under the auspices of the Organization for Economic Cooperation and Development (OECD), offers a unique opportunity to evaluate the assessment of scientific literacy. PISA developed a continuum of performance for scientific literacy across three competencies (i.e., process, content, and situation). Foundational to the interpretation of PISA science assessment is PISA's definition of scientific literacy, which I argue incorporates three themes drawn from history: (a) scientific way of thinking, (b) everyday relevance of science, and (c) scientific literacy for all students. Three coordinated studies were conducted to investigate the validity of PISA science assessment and offer insight into the development of items to assess scientific 2 literacy. Multidimensional models of the internal structure of the PISA 2003 science items were found not to reflect the complex character of PISA's definition of scientific literacy. Although the multidimensional models across the three competencies significantly decreased the G2 statistic from the unidimensional model, high correlations between the dimensions suggest that the dimensions are similar. A cognitive analysis of student verbal responses to PISA science items revealed that students were using competencies of scientific literacy, but the competencies were not elicited by the PISA science items at the depth required by PISA's definition of scientific literacy. Although student responses contained only knowledge of scientific facts and simple scientific concepts, students were using more complex skills to interpret and communicate their responses. Finally the investigation of different scoring approaches and item response models illustrated different ways to interpret student responses to assessment items. These analyses highlighted the complexities of students' responses to the PISA science items and the use of the ordered partition model to accommodate different but equal item responses. The results of the three investigations are used to discuss ways to improve the development and interpretation of PISA's science items.

Designing a Measurement Framework for Response to Intervention in Early Childhood Programs

ERIC Educational Resources Information Center

McConnell, Scott R.; Wackerle-Hollman, Alisha K.; Roloff, Tracy A.; Rodriguez, Michael

2014-01-01

The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable measurement is essential for implementing any viable RTI system, and implementing such a system in early…

An Independent Evaluation of the Technical Features of the Basic Reading Inventory

ERIC Educational Resources Information Center

Bieber, Gregg; Hulac, David M.; Schweinle, William

2015-01-01

The present study investigated some psychometric properties of the Basic Reading Inventory (BRI), a widely used informal reading inventory. The BRI and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) probes were administered to 149 third, fourth, and fifth graders. Test--retest and alternate forms reliability analyses indicated adequate…

An overview of self-administered health literacy instruments.

PubMed

O Neill, Braden; Gonçalves, Daniela; Ricci-Cabello, Ignacio; Ziebland, Sue; Valderas, Jose

2014-01-01

With the increasing recognition of health literacy as a worldwide research priority, the development and refinement of indices to measure the construct is an important area of inquiry. Furthermore, the proliferation of online resources and research means that there is a growing need for self-administered instruments. We undertook a systematic overview to identify all published self-administered health literacy assessment indices to report their content and considerations associated with their administration. A primary aim of this study was to assist those seeking to employ a self-reported health literacy index to select one that has been developed and validated for an appropriate context, as well as with desired administration characteristics. Systematic searches were carried out in four electronic databases, and studies were included if they reported the development and/or validation of a novel health literacy assessment measure. Data were systematically extracted on key characteristics of the instruments: breadth of construct ("generic" vs. "content- or context- specific" health literacy), whether it was an original instrument or a derivative, country of origin, administration characteristics, age of target population (adult vs. pediatric), and evidence for validity. 35 articles met the inclusion criteria. There were 27 original instruments (27/35; 77.1%) and 8 derivative instruments (8/35; 22.9%). 22 indices measured "general" health literacy (22/35; 62.9%) while the remainder measured condition- or context- specific health literacy (13/35; 37.1%). Most health literacy measures were developed in the United States (22/35; 62.9%), and about half had adequate face, content, and construct validity (16/35; 45.7%). Given the number of measures available for many specific conditions and contexts, and that several have acceptable validity, our findings suggest that the research agenda should shift towards the investigation and elaboration of health literacy as a construct itself, in order for research in health literacy measurement to progress.

Associations between Health Literacy and Health Behaviors among Urban High School Students

ERIC Educational Resources Information Center

Park, Aesoon; Eckert, Tanya L.; Zaso, Michelle J.; Scott-Sheldon, Lori A. J.; Vanable, Peter A.; Carey, Kate B.; Ewart, Craig K.; Carey, Michael P.

2017-01-01

Background: Health literacy is crucial to develop health-related knowledge, adopt healthy lifestyles, and benefit from health care services. However, research on the association between health literacy and adolescent health outcomes, particularly on their prospective associations, is rare. We assessed health literacy using 3 validated measures,…

Moving toward Collective Impact in Climate Change Literacy: The Climate Literacy and Energy Awareness Network (CLEAN)

ERIC Educational Resources Information Center

Ledley, Tamara Shapiro; Gold, Anne U.; Niepold, Frank; McCaffrey, Mark

2014-01-01

In recent years, various climate change education efforts have been launched, including federally (National Oceanic and Atmospheric Administration, National Aeronautics and Space Administration, National Science Foundation, etc.) and privately funded projects. In addition, climate literacy and energy literacy frameworks have been developed and…

Is Media Literacy Passive or Active?

ERIC Educational Resources Information Center

Brooks, Zachary S.

2010-01-01

The ability to "read" and "write", i.e. literacy, was once considered a trade secret by the professional scribes who depended on it for job security. The ability to read and write is still the most commonly understood notion of literacy, but technological developments require that the definition of literacy be expanded and…

The REFLECT Approach to Literacy: Some Issues of Method.

ERIC Educational Resources Information Center

Dyer, Caroline; Choksi, Archana

1998-01-01

Describes REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques) that is an approach to literacy teaching and learning developed by ActionAid. Focuses on the interplay between this "neutral" literacy method and its impact on the social context of one group of pastoralists, the semisedentary Katchi Rabaris of…

Fifteen Reasons To Study Visual Literacy.

ERIC Educational Resources Information Center

Sutton, Ronald E.

This paper is a report on a decade of teaching visual literacy at the American University (Washington, D.C.). Visual literacy is defined as an awareness that comes with appropriate development of basic visual and aural competencies. The 15 reasons for studying visual literacy are perception, drawing, expression, brain awareness, design elements,…

Creative Approaches to Information Literacy for Creative Arts Students

ERIC Educational Resources Information Center

Appleton, Leo; Grandal Montero, Gustavo; Jones, Abigail

2017-01-01

This paper discusses the information literacy requirements of art and design students, and how traditional approaches to information literacy education are not always appropriate for these particular students. The paper argues that different, creative, and innovative approaches to information literacy training need to be developed with the…

Defining and Measuring Literacy: Facing the Reality

ERIC Educational Resources Information Center

Ahmed, Manzoor

2011-01-01

Increasing recognition of a broadened concept of literacy challenges policy-makers and practitioners to re-define literacy operationally, develop and apply appropriate methods of assessing literacy and consider and act upon the consequent policy implications. This task is given a new urgency by the call of the Belem Framework for Action to…

The Value of Early Literacy and Parental Involvement.

ERIC Educational Resources Information Center

Ryan, Sheri Ann

Because early literacy development occurs through social processes, parents need to be involved in the beginning stages of their children's reading. This thesis details the need for early literacy experiences and provides evidence that reading success begins at home. The thesis distinguishes illiteracy and aliteracy, defines literacy, discusses…

34 CFR 464.11 - What must an application contain?

Code of Federal Regulations, 2010 CFR

2010-07-01

... ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE LITERACY RESOURCE CENTERS PROGRAM How Does a State Apply... group of States will— (a) Develop a literacy resource center or expand an existing literacy resource... organizations; (d) Address the measurable goals for improving literacy levels as set forth in the plan submitted...

Exploring Literacy Practices in a Second Language

ERIC Educational Resources Information Center

Parlindungan, Firman

2017-01-01

There has been a consensus in research and practices that social and cultural aspects of lives contribute to literacy development, particularly in second language learning. The conception of literacy has been shifting from the lens of formal literacy learning in school settings into broader opportunities in sociocultural contexts, and some may…

Teaching Medical Students about Health Literacy: 2 Chicago Initiatives

ERIC Educational Resources Information Center

Harper, William; Cook, Sandy; Makoul, Gregory

2007-01-01

Objective: To develop medical students' skills in interacting with individuals who have limited health literacy. Methods: Described are 2 novel approaches to health literacy curriculum design. Efforts at both schools have been implemented to improve medical student awareness of health literacy, as well as specific skills in clear communication and…

Home-School Literacy Bags for Twenty-First Century Preschoolers

ERIC Educational Resources Information Center

Brand, Susan Trostle; Marchand, Jessica; Lilly, Elizabeth; Child, Martha

2014-01-01

Combining home-school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children's literacy development. Using home-school literacy bags, children and parents learned…

Preschool Teachers' Beliefs about Children's Print Literacy Development

ERIC Educational Resources Information Center

Lynch, Jacqueline

2009-01-01

Beliefs have often been considered important because of their relation to practice. Little is known about the literacy beliefs of preschool teachers, particularly their print literacy beliefs, even though young children's experiences with print have implications for formal schooling. Therefore, this study explored the print literacy beliefs of…

Digital, Hybrid, and Multilingual Literacies in Early Childhood

ERIC Educational Resources Information Center

Razfar, Aria; Yang, Eunah

2010-01-01

This article examines sociocultural research on early literacy development in the digital age. The last decade has witnessed a proliferation of informational technology that has fundamentally shifted how we think about language and literacy in the early childhood years. Despite these trends, narrow and reductive views of literacy continue to…

Literacy and Basic Education: A Selected, Annotated Bibliography. Annotated Bibliography #3.

ERIC Educational Resources Information Center

Michigan State Univ., East Lansing. Non-Formal Education Information Center.

A selected annotated bibliography on literacy and basic education, including contributions from practitioners in the worldwide non-formal education network and compiled for them, has three interrelated themes: integration of literacy programs with broader development efforts; the learner-centered or "psycho-social" approach to literacy,…

Collaborating with Librarians to Develop Lower Division Political Science Students' Information Literacy Competencies

ERIC Educational Resources Information Center

Stevens, Christy R.; Campbell, Patricia J.

2008-01-01

Studies suggest that course-integrated information literacy instruction is an effective way to enhance the quality of student research. However, many political science professors are unfamiliar with the growing information literacy movement in higher education today, with strategies for integrating information literacy into their courses and…

Literacy Coaching in the United States: Implications for Taiwan

ERIC Educational Resources Information Center

Lo, Mei-lan

2012-01-01

Literacy coaching has become a popular professional development approach in the United States over the last decade. To date, there has been little research on the different lived experiences and challenges of literacy coaches working in different contexts. Furthermore, research findings regarding the effectiveness of literacy coaching are…

Health Literacy and Adult Basic Education Assessments

ERIC Educational Resources Information Center

Golbeck, Amanda L.; Ahlers-Schmidt, Carolyn R.; Paschal, Angelia M.

2005-01-01

Adult basic education (ABE) is an ideal venue for developing health literacy skills. Literacy and numeracy assessments used in ABE were identified and the most common were examined for health components. Only the Comprehensive Adult Student Assessment System (CASAS) included health. The two most common health literacy assessments used in general…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 5: Integrating Literacy Language and Numeracy into a Range of Contexts

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

Develop the skills of staff across your organisation to successfully implement an embedded approach to LLN. Unpacking the practical issues involved, this module will help specialist LLN teachers to work effectively with colleagues who teach other subjects, supporting a "whole organisation approach" to developing literacy, language and numeracy.…

The development and testing of a qualitative instrument designed to assess critical thinking

NASA Astrophysics Data System (ADS)

Clauson, Cynthia Louisa

This study examined a qualitative approach to assess critical thinking. An instrument was developed that incorporates an assessment process based on Dewey's (1933) concepts of self-reflection and critical thinking as problem solving. The study was designed to pilot test the critical thinking assessment process with writing samples collected from a heterogeneous group of students. The pilot test included two phases. Phase 1 was designed to determine the validity and inter-rater reliability of the instrument using two experts in critical thinking, problem solving, and literacy development. Validity of the instrument was addressed by requesting both experts to respond to ten questions in an interview. The inter-rater reliability was assessed by analyzing the consistency of the two experts' scorings of the 20 writing samples to each other, as well as to my scoring of the same 20 writing samples. Statistical analyses included the Spearman Rho and the Kuder-Richardson (Formula 20). Phase 2 was designed to determine the validity and reliability of the critical thinking assessment process with seven science teachers. Validity was addressed by requesting the teachers to respond to ten questions in a survey and interview. Inter-rater reliability was addressed by comparing the seven teachers' scoring of five writing samples with my scoring of the same five writing samples. Again, the Spearman Rho and the Kuder-Richardson (Formula 20) were used to determine the inter-rater reliability. The validity results suggest that the instrument is helpful as a guide for instruction and provides a systematic method to teach and assess critical thinking while problem solving with students in the classroom. The reliability results show the critical thinking assessment instrument to possess fairly high reliability when used by the experts, but weak reliability when used by classroom teachers. A major conclusion was drawn that teachers, as well as students, would need to receive instruction in critical thinking and in how to use the assessment process in order to gain more consistent interpretations of the six problem-solving steps. Specific changes needing to be made in the instrument to improve the quality are included.

Rethinking women's learning and empowerment in Kenya: Maasai village women take initiative

NASA Astrophysics Data System (ADS)

Takayanagi, Taeko

2016-12-01

This study investigates the activities of a village-based literacy centre in Kenya and explores the benefits of community development activities on women's well-being in Africa. Through the analysis of the stories of two Maasai women who had experienced adult literacy learning, the author discovered that: (1) the literacy instructor had inadequate in-service teacher training support from the government; (2) these women were using a space generated by collaborative informal learning through the literacy centre to improve their families' and community's well-being; and (3) these women gained empowerment through community development activities organised by the literacy centre. The author concludes that grassroots literacy and informal learning have been effective in improving the quality of life for the village women, and should be encouraged and supported by external agencies.

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

NASA Astrophysics Data System (ADS)

Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

The Piper Fatigue Scale-12 (PFS-12): psychometric findings and item reduction in a cohort of breast cancer survivors.

PubMed

Reeve, Bryce B; Stover, Angela M; Alfano, Catherine M; Smith, Ashley Wilder; Ballard-Barbash, Rachel; Bernstein, Leslie; McTiernan, Anne; Baumgartner, Kathy B; Piper, Barbara F

2012-11-01

Brief, valid measures of fatigue, a prevalent and distressing cancer symptom, are needed for use in research. This study's primary aim was to create a shortened version of the revised Piper Fatigue Scale (PFS-R) based on data from a diverse cohort of breast cancer survivors. A secondary aim was to determine whether the PFS captured multiple distinct aspects of fatigue (a multidimensional model) or a single overall fatigue factor (a unidimensional model). Breast cancer survivors (n = 799; stages in situ through IIIa; ages 29-86 years) were recruited through three SEER registries (New Mexico, Western Washington, and Los Angeles, CA) as part of the Health, Eating, Activity, and Lifestyle (HEAL) study. Fatigue was measured approximately 3 years post-diagnosis using the 22-item PFS-R that has four subscales (Behavior, Affect, Sensory, and Cognition). Confirmatory factor analysis was used to compare unidimensional and multidimensional models. Six criteria were used to make item selections to shorten the PFS-R: scale's content validity, items' relationship with fatigue, content redundancy, differential item functioning by race and/or education, scale reliability, and literacy demand. Factor analyses supported the original 4-factor structure. There was also evidence from the bi-factor model for a dominant underlying fatigue factor. Six items tested positive for differential item functioning between African-American and Caucasian survivors. Four additional items either showed poor association, local dependence, or content validity concerns. After removing these 10 items, the reliability of the PFS-12 subscales ranged from 0.87 to 0.89, compared to 0.90-0.94 prior to item removal. The newly developed PFS-12 can be used to assess fatigue in African-American and Caucasian breast cancer survivors and reduces response burden without compromising reliability or validity. This is the first study to determine PFS literacy demand and to compare PFS-R responses in African-Americans and Caucasian breast cancer survivors. Further testing in diverse populations is warranted.

A social ecological conceptual framework for understanding adolescent health literacy in the health education classroom.

PubMed

Wharf Higgins, Joan; Begoray, Deborah; MacDonald, Marjorie

2009-12-01

With the rising concern over chronic health conditions and their prevention and management, health literacy is emerging as an important public health issue. As with the development of other forms of literacy, the ability for students to be able to access, understand, evaluate and communicate health information is a skill best developed during their years of public schooling. Health education curricula offer one approach to develop health literacy, yet little is known about its influence on neither students nor their experiences within an educational context. In this article, we describe our experience applying a social ecological model to investigating the implementation of a health education curriculum in four high schools in British Columbia, Canada. We used the model to guide a conceptual understanding of health literacy, develop research questions, select data collection strategies, and interpret the findings. Reflections and recommendations for using the model are offered.

Differentiation of Effect Across Systemic Literacy Programs in Rwanda, the Philippines, and Senegal.

PubMed

Christina, Rachel; Vinogradova, Elena

2017-03-01

In this article, we compare three localized applications (in Rwanda, Senegal, and the Philippines) of a literacy approach for resource-lean environments and examine the factors influencing its impact in each context, considering dosage, duration, and environment. In Rwanda, a bilingual early grade literacy initiative implemented in partnership with the ministry of education included literacy standards development, training for early grade teachers, materials development, leadership support, and community-based activities. In the Philippines, a primary grades trilingual curriculum was implemented in close collaboration with the Department of Education to strengthen its literacy component through standards development, teacher and school leader training, materials development, and awareness campaigns. Finally, in Senegal, a program was conducted supporting the YMCA's efforts to improve local educational outcomes by training youth volunteers to mentor students at risk and by engaging families and communities. © 2017 Wiley Periodicals, Inc.

Validation of the Mobile Information Software Evaluation Tool (MISET) With Nursing Students.

PubMed

Secco, M Loretta; Furlong, Karen E; Doyle, Glynda; Bailey, Judy

2016-07-01

This study evaluated the Mobile Information Software Evaluation Tool (MISET) with a sample of Canadian undergraduate nursing students (N = 240). Psychometric analyses determined how well the MISET assessed the extent that nursing students find mobile device-based information resources useful and supportive of learning in the clinical and classroom settings. The MISET has a valid three-factor structure with high explained variance (74.7%). Internal consistency reliabilities were high for the MISET total (.90) and three subscales: Usefulness/Helpfulness, Information Literacy Support, and Use of Evidence-Based Sources (.87 to .94). Construct validity evidence included significantly higher mean total MISET, Helpfulness/Usefulness, and Information Literacy Support scores for senior students and those with higher computer competence. The MISET is a promising tool to evaluate mobile information technologies and information literacy support; however, longitudinal assessment of changes in scores over time would determine scale sensitivity and responsiveness. [J Nurs Educ. 2016;55(7):385-390.]. Copyright 2016, SLACK Incorporated.

The Effect of Explicit Environmentally Oriented Metacognitive Guidance and Peer Collaboration on Students' Expressions of Environmental Literacy

ERIC Educational Resources Information Center

Adler, Idit; Zion, Michal; Mevarech, Zemira R.

2016-01-01

The prevalence of habitat and life-threatening environmental problems has motivated environmental researchers to develop education programs to strengthen students' environmental literacy. We argue that the connection between environmental literacy and metacognition is theoretically promising. Therefore, we developed the "Meta-CIC" model,…

Literacy and Women's Empowerment: Stories of Success and Inspiration

ERIC Educational Resources Information Center

Eldred, Janine

2013-01-01

This paper explores how literacy learning can support women's empowerment and the development of greater equality, benefitting not only individual women, but families, communities and economies too. It describes and reflects upon some of the most promising approaches to developing literacy and learning for women, who form the majority of the…

Literacy, Teaching and Learning: An International Journal of Early Literacy, 1996.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Literacy, 1996

1996-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this second volume are: "Oral Language: Assessment and Development in Reading Recovery in the…

A Collaborative Autoethnography of Literacy Professional Development Work in a High-Needs Environment

ERIC Educational Resources Information Center

Sanders, Jennifer Y.; Parsons, Sue Christian; Mwavita, Mwarumba; Thomas, Katherine

2015-01-01

This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes…

Exploring the Challenge of Developing Student Teacher Data Literacy

ERIC Educational Resources Information Center

Cowie, Bronwen; Cooper, Beverley

2017-01-01

A number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals…

Gaining Ground in Understanding the Play-Literacy Relationship

ERIC Educational Resources Information Center

Roskos, Kathleen A.; Christie, James F.

2013-01-01

Many in the field of early literacy development and learning believe strongly that play and literacy share common ground, but they have found the idea difficult to prove. While some primary research indicates a positive relationship, the impact of play seems to occur at different levels of development, which complicates how researchers view its…

Financial Literacy and Family Learning--Tutor Resources. Financial Literacy in Context

ERIC Educational Resources Information Center

Basic Skills Agency, 2008

2008-01-01

This publication contains a series of sessions developed and used by Newcastle City Council Family Learning Service and now published to share practice. The sessions were developed specifically to support "Skills for Life" tutors to deliver the adult literacy and numeracy curricula but can also be used by other practitioners. There are…

Linking Shared Meaning to Emergent Literacy: Looking through the Lens of Culture

ERIC Educational Resources Information Center

Howes, Carollee; Wishard, Alison Gallwey

2004-01-01

A direct pathway to children's literacy forms through the development of shared meaning. Proto-narrative construction and social pretend play with peers can be important tools in children's developing emergent literacy. Early child-care programs provide relatively little unstructured time. To reemphasize shared meaning in the lives of children,…

"Our Door Is Always Open": Aligning Literacy Learning Practices in Writing Programs and Residential Learning Communities

ERIC Educational Resources Information Center

Voss, Julia

2016-01-01

Writing studies has considered college students' literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students' literacy development across disciplines and university activity systems in which they're simultaneously involved to…

Factors Affecting Language and Literacy Development in Australian Aboriginal Children: Considering Dialect, Culture and Health

ERIC Educational Resources Information Center

Webb, Gwendalyn L.; Williams, Cori J.

2018-01-01

Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children's early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal…

A Case Study of Parental Perceptions of Literacy Skill Development for Severe Speech Impairments

ERIC Educational Resources Information Center

Sweat, Karen

2014-01-01

Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic…

Computer Literacy.

ERIC Educational Resources Information Center

San Marcos Unified School District, CA.

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: After viewing many computer-literacy programs, we believe San Marcos Junior High School has developed a unique program which will truly develop computer literacy. Our hope is to give all students a comprehensive look at computers as they go through their two years here. They will not only learn the…

Sources for Developing a Theory of Visual Literacy.

ERIC Educational Resources Information Center

Hortin, John A.

Organized as a bibliographic essay, this paper examines the many sources available for developing a theory of visual literacy. Several definitions are offered in order to clarify the meaning of the term "visual literacy" so that meaningful research can be conducted on the topic. Based on the review of resources, three recommendations are offered…

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ERIC Educational Resources Information Center

Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim

2015-01-01

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…

A Qualitative Study of Agricultural Literacy in Urban Youth: Understanding for Democratic Participation in Renewing the Agri-Food System

ERIC Educational Resources Information Center

Hess, Alexander J.; Trexler, Cary J.

2011-01-01

Modern agriculture poses ecological problems and opportunities, which defy simple democratic reform without an educated citizenry. Developing an educated citizenry can be accomplished by further developing agricultural literacy in elementary education. While benchmarks for agricultural literacy have been produced, relatively little attention has…

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998

1998-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this third volume are: "Relations between Children's Literacy Diets and Genre Development: You…

Resourcing Teachers to Tide the Semantic Wave to Whole School Literacy Development

ERIC Educational Resources Information Center

Humphrey, S.; Robinson, S.

2012-01-01

In this paper we report on a whole school literacy research project, Embedding Literacies in the KLA's (ELK). The starting point for this endeavour is the theory of knowledge development conceptualised within the sociology of education as the semantic wave (Maton, forthcoming). As discipline knowledge typically resides in the "high…

Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in High-Poverty Urban Classrooms

ERIC Educational Resources Information Center

Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; Hill-Ries, Aline

2014-01-01

The "Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning" experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization…

Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts

NASA Astrophysics Data System (ADS)

Guffey, S. K.; Slater, T. F.; Slater, S. J.

2017-12-01

Discipline-based geoscience education researchers have considerable need for criterion-referenced, easy-to-administer and easy-to-score, conceptual diagnostic surveys for undergraduates taking introductory science survey courses in order for faculty to better be able to monitor the learning impacts of various interactive teaching approaches. To support ongoing discipline-based science education research to improve teaching and learning across the geosciences, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- Exam of GeoloGy Standards, hereafter simply called EGGS. The content knowledge EGGS addresses is based on 11 consensus concepts derived from a systematic, thematic analysis of the overlapping ideas presented in national science education reform documents including the Next Generation Science Standards, the AAAS Benchmarks for Science Literacy, the Earth Science Literacy Principles, and the NRC National Science Education Standards. Using community agreed upon best-practices for creating, field-testing, and iteratively revising modern multiple-choice test items using classical item analysis techniques, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions identified in the scholarly literature, and covers the range of topics most geology educators expect general education students to know at the end of their formal science learning experiences. The current version of EGGS is judged to be valid and reliable with college-level, introductory science survey students based on both standard quantitative and qualitative measures, including extensive clinical interviews with targeted students and systematic expert review.

The effectiveness of multi modal representation text books to improve student's scientific literacy of senior high school students

NASA Astrophysics Data System (ADS)

Zakiya, Hanifah; Sinaga, Parlindungan; Hamidah, Ida

2017-05-01

The results of field studies showed the ability of science literacy of students was still low. One root of the problem lies in the books used in learning is not oriented toward science literacy component. This study focused on the effectiveness of the use of textbook-oriented provisioning capability science literacy by using multi modal representation. The text books development method used Design Representational Approach Learning to Write (DRALW). Textbook design which was applied to the topic of "Kinetic Theory of Gases" is implemented in XI grade students of high school learning. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using Independent T-test. The results showed that the textbooks which were developed using multi-mode representation science can improve the literacy skills of students. Based on the size of the effect size textbooks developed with representation multi modal was found effective in improving students' science literacy skills. The improvement was occurred in all the competence and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference on the ability of science literacy between class that uses textbooks with multi modal representation and the class that uses the regular textbook used in schools.

Integrating health literacy and ESL: an interdisciplinary curriculum for Hispanic immigrants.

PubMed

Soto Mas, Francisco; Mein, Erika; Fuentes, Brenda; Thatcher, Barry; Balcázar, Héctor

2013-03-01

Adult Hispanic immigrants are at a greater risk of experiencing the negative outcomes related to low health literacy, as they confront cultural and language barriers to the complex and predominately monolingual English-based U.S. health system. One approach that has the potential for simultaneously addressing the health, literacy, and language needs of Hispanics is the combination of health literacy and English as a second language (ESL) instruction. The purpose of the project was to evaluate the feasibility of using ESL instruction as a medium for improving health literacy among Hispanic immigrants. Objectives included the development, implementation, and evaluation of an interdisciplinary health literacy/ESL curriculum that integrates theories of health literacy and health behavior research and practice, sociocultural theories of literacy and communication, and adult learning principles. This article describes the curriculum development process and provides preliminary qualitative data on learners' experiences with the curriculum. Results indicate that the curriculum was attractive to participants and that they were highly satisfied with both the format and content. The curriculum described here represents one example of an audience-centered approach designed to meet the specific health and literacy needs of the Hispanic population on the U.S.-Mexico border. The combination of ESL and health literacy contributed to a perceived positive learning experience among participants. Interdisciplinary approaches to health literacy are recommended.

Integrating Health Literacy and ESL: An Interdisciplinary Curriculum for Hispanic Immigrants

PubMed Central

Mas, Francisco Soto; Mein, Erika; Fuentes, Brenda; Thatcher, Barry; Balcázar, Héctor

2013-01-01

Adult Hispanic immigrants are at a greater risk of experiencing the negative outcomes related to low health literacy, as they confront cultural and language barriers to the complex and predominately monolingual English-based U.S. health system. One approach that has the potential for simultaneously addressing the health, literacy, and language needs of Hispanics is the combination of health literacy and English as a second language (ESL) instruction. The purpose of the project was to evaluate the feasibility of using ESL instruction as a medium for improving health literacy among Hispanic immigrants. Objectives included the development, implementation, and evaluation of an interdisciplinary health literacy/ESL curriculum that integrates theories of health literacy and health behavior research and practice, sociocultural theories of literacy and communication, and adult learning principles. This article describes the curriculum development process and provides preliminary qualitative data on learners’ experiences with the curriculum. Results indicate that the curriculum was attractive to participants and that they were highly satisfied with both the format and content. The curriculum described here represents one example of an audience-centered approach designed to meet the specific health and literacy needs of the Hispanic population on the U.S.–Mexico border. The combination of ESL and health literacy contributed to a perceived positive learning experience among participants. Interdisciplinary approaches to health literacy are recommended. PMID:22982707

The Literacy Line! A Handbook for Creating and Implementing a Work Site Job Specific Literacy Program [and] Some People Work in the Vineyard [Curriculum].

ERIC Educational Resources Information Center

Napa Valley Unified School District, Napa, CA.

The materials include a handbook for development of worksite, job-specific literacy programs and a sample curriculum for vineyard workers in California. The handbook describes the Literacy Line! project, a mobile unit to carry English-as-a-Second-Language (ESL) and job-specific literacy instruction to employees at wineries and vineyards in the…

Assessing Agricultural Literacy Elements of Project Food Land and People in K-5 Using the Food and Fiber Systems Literacy Standards

ERIC Educational Resources Information Center

Powell, David V.; Agnew, David M.

2011-01-01

Agricultural literacy has been evolving as a discipline for over 25 years. In agriculture, as other disciplines of education, the body of knowledge can be identified and measured by a set of standards. The Food and Fiber Systems Literacy Standards, developed in the 1990s, have been widely accepted as the standards for agricultural literacy. Also…

Development and Validation of a Nutritional Education Pamphlet for Low-Literacy Pediatric Oncology Caregivers in Central America

PubMed Central

Garcia, Melissa; Chismark, Elisabeth A.; Mosby, Terezie; Day, Sara

2013-01-01

Background A culturally appropriate nutrition education pamphlet was developed and validated for low-literacy caregivers in Honduras, El Salvador, and Guatemala. Methods The pamphlet was developed after a preliminary survey of pediatric oncology nurses in the 3 countries to assess the need for education materials, caregiver literacy levels, and local eating habits. Experts in nutrition and low-literacy patient education and nurses validated the pamphlet’s content and design. Results and Conclusions Nurses expressed the need for nutrition-related pamphlets in developing countries. The pamphlet was validated positively by experts and nurses and has been circulated to pediatric oncology caregivers in Central America. PMID:20300913

The measurement of psychological literacy: a first approximation

PubMed Central

Roberts, Lynne D.; Heritage, Brody; Gasson, Natalie

2015-01-01

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further develop self-report measures and to identify/develop and evaluate objective measures of psychological literacy. Further approximations of the measurement of psychological literacy remain an imperative, given the construct's ties to measuring institutional efficacy in teaching psychology to an undergraduate audience. PMID:25741300

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science

NASA Astrophysics Data System (ADS)

Lesinski-Roscoe, Rachel A.

This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.

Health literacy and chronic disease management: drawing from expert knowledge to set an agenda

PubMed Central

Poureslami, Iraj; Nimmon, Laura; Rootman, Irving; Fitzgerald, Mark J.

2017-01-01

Summary Understanding the nature and impact of health literacy is a priority in health promotion and chronic disease prevention and treatment. Health literacy comprises the application of a broad set of skills to access, comprehend, evaluate, communicate and act on health information for improved health and well-being. A complex concept, it involves multiple participants and is enacted across a wide variety of contexts. Health literacy's complexity has given rise to challenges achieving a standard definition and developing means to measure all its dimensions. In May 2013, a group of health literacy experts, clinicians and policymakers convened at an Expert Roundtable to review the current state of health literacy research and practice, and make recommendations about refining its definition, expanding its measurement and integrating best practices into chronic disease management. The four-day knowledge exchange concluded that the successful integration of health literacy into policy and practice depends on the development of a more substantial evidence base. A review of the successes and gaps in health literacy research, education and interventions culminated in the identification of key priorities to further the health literacy agenda. The workshop was funded by the UBC Peter Wall Institute for Advanced Studies, Vancouver. PMID:26873913

Development and evaluation of a specialized task taxonomy for spatial planning - A map literacy experiment with topographic maps

NASA Astrophysics Data System (ADS)

Rautenbach, Victoria; Coetzee, Serena; Çöltekin, Arzu

2017-05-01

Topographic maps are among the most commonly used map types, however, their complex and information-rich designs depicting natural, human-made and cultural features make them difficult to read. Regardless of their complexity, spatial planners make extensive use of topographic maps in their work. On the other hand, various studies suggest that map literacy among the development planning professionals in South Africa is not very high. The widespread use of topographic maps combined with the low levels of map literacy presents challenges for effective development planning. In this paper we address some of these challenges by developing a specialized task taxonomy based on systematically assessed map literacy levels; and conducting an empirical experiment with topographic maps to evaluate our task taxonomy. In such empirical studies if non-realistic tasks are used, the results of map literacy tests may be skewed. Furthermore, experience and familiarity with the studied map type play a role in map literacy. There is thus a need to develop map literacy tests aimed at planners specifically. We developed a taxonomy of realistic map reading tasks typically executed during the planning process. The taxonomy defines six levels tasks of increasing difficulty and complexity, ranging from recognising symbols to extracting knowledge. We hypothesized that competence in the first four levels indicates functional map literacy. In this paper, we present results from an empirical experiment with 49 map literate participants solving a subset of tasks from the first four levels of the taxonomy with a topographic map. Our findings suggest that the proposed taxonomy is a good reference for evaluating topographic map literacy. Participants solved the tasks on all four levels as expected and we therefore conclude that the experiment based on the first four levels of the taxonomy successfully determined the functional map literacy of the participants. We plan to continue the study for the remaining levels, repeat the experiments with a group of map illiterate participants to confirm that the taxonomy can also be used to determine map illiteracy.

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments.

PubMed

Terrell, Pamela; Watson, Maggie

2018-04-05

As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Application of this "toolbox" of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.

Preparing the Future--Women, Literacy and Development. The Impact of Female Literacy on Human Development and the Participation of Literate Women in Change. ActionAid Development Report No. 4.

ERIC Educational Resources Information Center

Bown, Lalage

The outcomes of 43 project case studies and a country case study (Nepal) were examined to identify the impact of adult women's literacy. A look at women's situation in developing countries showed that women had multifarious roles, long working hours, and less access to education than males. The case studies revealed the following social effects of…

Prevention literacy: community-based advocacy for access and ownership of the HIV prevention toolkit.

PubMed

Parker, Richard G; Perez-Brumer, Amaya; Garcia, Jonathan; Gavigan, Kelly; Ramirez, Ana; Milnor, Jack; Terto, Veriano

2016-01-01

Critical technological advances have yielded a toolkit of HIV prevention strategies. This literature review sought to provide contextual and historical reflection needed to bridge the conceptual gap between clinical efficacy and community effectiveness (i.e. knowledge and usage) of existing HIV prevention options, especially in resource-poor settings. Between January 2015 and October 2015, we reviewed scholarly and grey literatures to define treatment literacy and health literacy and assess the current need for literacy related to HIV prevention. The review included searches in electronic databases including MEDLINE, PsycINFO, PubMed, and Google Scholar. Permutations of the following search terms were used: "treatment literacy," "treatment education," "health literacy," and "prevention literacy." Through an iterative process of analyses and searches, titles and/or abstracts and reference lists of retrieved articles were reviewed for additional articles, and historical content analyses of grey literature and websites were additionally conducted. Treatment literacy was a well-established concept developed in the global South, which was later partially adopted by international agencies such as the World Health Organization. Treatment literacy emerged as more effective antiretroviral therapies became available. Developed from popular pedagogy and grassroots efforts during an intense struggle for treatment access, treatment literacy addressed the need to extend access to underserved communities and low-income settings that might otherwise be excluded from access. In contrast, prevention literacy is absent in the recent surge of new biomedical prevention strategies; prevention literacy was scarcely referenced and undertheorized in the available literature. Prevention efforts today include multimodal techniques, which jointly comprise a toolkit of biomedical, behavioural, and structural/environmental approaches. However, linkages to community advocacy and mobilization efforts are limited and unsustainable. Success of prevention efforts depends on equity of access, community-based ownership, and multilevel support structures to enable usage and sustainability. For existing HIV prevention efforts to be effective in "real-world" settings, with limited resources, reflection on historical lessons and contextual realities (i.e. policies, financial constraints, and biomedical patents) indicated the need to extend principles developed for treatment access and treatment literacy, to support prevention literacy and prevention access as an integral part of the global response to HIV.

Critical Spaces for Critical Times: Global Conversations in Literacy Research as an Open Professional Development and Practices Resource

ERIC Educational Resources Information Center

Albers, Peggy; Cho, A. Ram; Shin, Ji Hye; Pang, Myoung Eun; Angay-Crowder, Tuba; Jung, Jin Kyeong; Pace, Christi L.; Sena, Mandi; Turnbull, Sarah

2015-01-01

This paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), (www.globalconversationsinliteracy.wordpress.com), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of…

Workplace Literacy in the 90's: Definitions, Descriptions, Opportunities, and Cautions.

ERIC Educational Resources Information Center

Garay, Mary Sue

The globalization of business has influenced the development of customized, job-specific workplace literacy programs. Work-centered participatory literacy receives support from both business and labor and additional impetus from the National Literacy Act of 1991. The worker of the future will be a thinking and communicating problem solver. The…

Technological Literacy Workshop. Proceedings. (Washington, D.C., May 6-8, 1991).

ERIC Educational Resources Information Center

Jones, Russel C., Ed.

This document reports the proceedings of a workshop on Technological Literacy. The objectives of the workshop were: to review programs and to identify issues in technological literacy for liberal arts majors; to discuss mechanisms for the stimulation of appropriate additional technological literacy programs; and to develop an action plan for…

Promoting Financial Success in the United States: National Strategy for Financial Literacy, 2011

ERIC Educational Resources Information Center

US Financial Literacy and Education Commission, 2011

2011-01-01

This paper describes a framework developed by the Financial Literacy and Education Commission (FLEC) to provide the foundation for an overarching financial literacy strategy. This framework establishes concrete goals that the non-profit, government, and private sectors can and should work together to increase financial literacy and improve…