scholarly journals Education correction using years in school or reading grade-level equivalent? Comparing the accuracy of two methods in diagnosing HIV-associated neurocognitive impairment

2007 ◽  
Vol 13 (03) ◽  
Author(s):  
MONA ROHIT ◽  
ANDREW LEVINE ◽  
CHARLES HINKIN ◽  
SHOGIK ABRAMYAN ◽  
ERNESTINE SAXTON ◽  
...  
Keyword(s):  
Grade Level ◽  
Neurocognitive Impairment ◽  
Reading Grade Level

Reframing and Wisdom within Proverbs

2002 ◽  
Vol 22 (2) ◽  
pp. 117-162 ◽  
Author(s):  
Robert J. Tracy ◽  
Nicholas Greco ◽  
Erika Felix ◽  
Donald F. Kilburg
Keyword(s):  
College Students ◽  
Grade Level ◽  
The Other ◽  
Proactive Coping ◽  
Other Hand ◽  
Reading Grade Level ◽  
Thinking Strategies ◽  
Difficult Situations ◽  
Silver Lining

Many proverbs seem to convey wisdom because they help people to reframe life's predicaments. Positive reframes, such as Every cloud has a silver lining, often draw positive implications from adverse circumstances (cf. “positive reappraisals,” “gain frames”). In contrast, negative reframes, such as All that glitters is not gold, provide helpful warnings about difficult situations, and therefore encourage proactive coping (cf. “problem-focused coping”). This study examined the validity of the distinction between positive and negative reframes and whether the distinction applies to proverbs. Six judges categorized 199 proverbs as positive or negative reframes. Results showed that the positive reframes were rated by college students as more pleasant, conceptually simpler, and more familiar than the negative reframes. Further, proverbs that were composed by students were of higher quality when they were positive rather than negative reframes. On the other hand, positive and negative reframes occurred similarly often among the 199 proverbs, and did not differ consistently in rated truth, rated imagery arousal, or reading grade level. We concluded that many proverbs can be regarded as positive or negative reframes, which constitute basic thinking strategies that help people cope with life's challenges.

scholarly journals Poor Readability of AOSSM Patient Education Resources and Opportunities for Improvement

2018 ◽  
Vol 6 (11) ◽  
pp. 232596711880538 ◽  
Author(s):  
Rafael Kakazu ◽  
Adam Schumaier ◽  
Chelsea Minoughan ◽  
Brian Grawe
Keyword(s):  
Patient Education ◽  
Grade Level ◽  
Sports Medicine ◽  
Cross Sectional Study ◽  
Reading Level ◽  
Eighth Grade ◽  
Cross Sectional ◽  
Education Resources ◽  
Reading Grade Level ◽  
Readability Formula

Background: Appropriate education on the disease processes associated with orthopaedic pathology can affect patient expectations and functional outcome. Hypothesis: Patient education resources from the American Orthopaedic Society for Sports Medicine (AOSSM) are too complex for comprehension by the average orthopaedic patient. Study Design: Cross-sectional study. Methods: Patient education resources provided by the AOSSM were analyzed with software that provided 10 readability scores as well as opportunities for improving readability. The readability scores were compared with the recommended eighth-grade reading level. Results: A total of 39 patient education resources were identified and evaluated. The mean ± SD reading grade-level scores were as follows: Coleman-Liau Index, 12.5 ± 1.11; New Dale-Chall Readability Formula, 10.9 ± 1.37; Flesch-Kincaid Grade Level, 9.9 ± 1.06; FORCAST Readability Formula, 11.4 ± 0.51; Fry Readability Formula, 12.8 ± 2.79; Gunning Fog Index, 11.9 ± 1.37; Raygor Readability Index, 13.1 ± 2.37; Simple Measure of Gobbledygook, 12.3 ± 0.90; Automated Readability Index, 11.2 ± 1.18; and New Automated Readability Index, 10.6 ± 1.27. After averaging the reading grade-level scores, only 1 patient education resource was found to be written at an 8th- to 9th-grade level, and 14 (36%) were written above a 12th-grade level. All scores were significantly different from the eighth-grade level ( P < .0065). The percentage of complex words and long words were 19.6% ± 2.67% and 41.4% ± 3.18%, respectively. Conclusion: Patient education resources provided by the AOSSM are at a significantly higher reading level than recommended. Simple changes can drastically improve these scores to increase health literacy and possibly outcome.

scholarly journals Readability of the American, Canadian, and British Otolaryngology–Head and Neck Surgery Societies’ Patient Materials

2021 ◽  
pp. 019459982110332
Author(s):  
Joo Hyun Kim ◽  
Elysia Grose ◽  
Justine Philteos ◽  
David Forner ◽  
Christopher W. Noel ◽  
...  
Keyword(s):  
Patient Education ◽  
Head And Neck ◽  
Grade Level ◽  
Neck Surgery ◽  
Cross Sectional Study ◽  
Reading Level ◽  
Head And Neck Surgery ◽  
Cross Sectional ◽  
Patient Comprehension ◽  
Reading Grade Level

Objective Patient education materials across 3 national English otolaryngology–head and neck surgery (OHNS) societies: the American Academy of Otolaryngology–Head and Neck Surgery (AAO-HNS), the Canadian Society of Otolaryngology–Head and Neck Surgery (CSOHNS), and Ear, Nose, and Throat United Kingdom (ENT UK) were examined to determine whether they are written at a level suitable for patient comprehension. Study Design Cross-sectional study. Setting Online patient materials presented through OHNS national societies. Methods Readability was calculated using the Flesch-Kincaid Grade Level, Flesch-Kincaid Reading Ease Score, and Simple Measure of Gobbledygook Index. All public patient education materials available through the CSOHNS, AAO-HNS, and ENT UK websites were assessed. Patient education materials were grouped into categories by subspecialty. Results In total, 128 patient materials from the 3 societies were included in the study. All 3 societies required a minimum grade 9 reading comprehension level to understand their online materials. According to Flesch-Kincaid Grade Level, the CSOHNS required a significantly higher reading grade level to comprehend the materials presented when compared to AAO-HNS (11.3 vs 9.9; 95% CI, 0.5-2.4; P < .01) and ENT UK (11.3 vs 9.4; 95% CI, 0.9-2.9; P < .01). Patient education materials related to rhinology were the least readable among all 3 societies. Conclusion This study suggests that the reading level of the current patient materials presented through 3 national OHNS societies are written at a level that exceeds current recommendations. Promisingly, it highlights an improvement for the readability of patient materials presented through the AAO-HNS.

Measuring Text Readability Using Reading Level

2019 ◽  
pp. 93-103
Author(s):  
James C. Brewer
Keyword(s):  
Grade Level ◽  
The United States ◽  
Reading Level ◽  
The Internet ◽  
Web Pages ◽  
Wide Audience ◽  
Reading Grade Level ◽  
Text Readability ◽  
Worldwide Phenomenon ◽  
The Military

Reading grade level calculations have been in use for over a century in the United States and have guided the selection of texts used in school programs. Government agencies at all levels, the military in its various branches, and editors of publications have found such formulas of use in setting policy or determining who can participate in programs. As readership is now a worldwide phenomenon with English as the primary language of the internet, reading grade level calculations can also be useful in creating web pages and assigning reading texts to large multi-user classes (MOOCs) run over the internet. In this regard, it is possible for faculty to be assured that the material is reachable to a wide audience by checking reading grade level and providing additional guidance for the more difficult items in the form of discussion or focused questions. Authors can use the formulas as a tool to check the quality of their own writing and improve sections which are unnecessarily complex.

scholarly journals Misinformation in Patient Handouts About Upper Extremity Conditions

2020 ◽  
Vol 7 (6) ◽  
pp. 1331-1335
Author(s):  
Casey M O’Connor ◽  
Joost Kortlever ◽  
David Ring
Keyword(s):  
Upper Extremity ◽  
Electronic Medical Records ◽  
Medical Records ◽  
Grade Level ◽  
Cognitive Biases ◽  
Average Rate ◽  
Professional Associations ◽  
Reading Level ◽  
Reading Grade Level

This study investigated handouts regarding common upper extremity problems for inaccuracies, distracting information, and concepts that reinforce common unhelpful cognitive biases. We reviewed handouts on upper extremity conditions from 2 electronic medical records and 2 professional associations. We categorized information as inaccurate, distracting, and risk of reinforcing common unhelpful cognitive biases. Reading level, quality, and the ability of patients to process and take action was also rated. We found an average rate of inaccurate statements of 1.9 per 100 words, distracting statements of 0.73 per 100 words, and statements reinforcing common unhelpful cognitive biases of 2.1 per 100 words. Handouts from electronic medical records were rated higher quality and had higher reading grade level, but on average were constructed for better understandability. Patient handouts have a notable rate of inaccuracies, distractions, and information that may reinforce less adaptive cognitions. Greater attention is merited to making patient handouts readable, understandable, hopeful, and enabling.

Development and Content Validation of the Child Oral and Motor Proficiency Scale (ChOMPS)

2019 ◽  
Vol 41 (3) ◽  
pp. 220-232 ◽  
Author(s):  
Britt F. Pados ◽  
Suzanne M. Thoyre ◽  
Jinhee Park ◽  
Hayley H. Estrem ◽  
Cara McComish
Keyword(s):  
Literature Review ◽  
Content Validity ◽  
Grade Level ◽  
Sixth Grade ◽  
Parent Report ◽  
Cognitive Interviews ◽  
Content Validation ◽  
Motor Proficiency ◽  
Reading Grade Level ◽  
Validity Indices

This article describes the development and content validation of the Child Oral and Motor Proficiency Scale (ChOMPS), a parent-report assessment of eating, drinking, and related skills in children 6 months to 7 years of age. Initially, 69 items for the ChOMPS were generated from literature review. Nineteen professionals evaluated the ChOMPS using content validity indices (CVI). Significant revisions were made to items and directions based on professional feedback. CVI were acceptable for both the relevance and clarity of items. Cognitive interviews were then conducted with 19 parents to explore parent understanding of items. Additional revisions were made based on parent feedback. The reading grade level of the resulting ChOMPS was less than sixth grade. The 70-item ChOMPS has evidence of content validity, indicating the items are relevant and clear to professionals, and parents understand the directions and items as intended.

Are English-Language Pedometer Instructions Readable?

2010 ◽  
Vol 7 (3) ◽  
pp. 375-380 ◽  
Author(s):  
Lorraine S. Wallace ◽  
Kenneth Bielak ◽  
Brian Linn
Keyword(s):  
Grade Level ◽  
English Language ◽  
Reading Level ◽  
Minimal Amount ◽  
White Space ◽  
User Friendliness ◽  
12Th Grade ◽  
Reading Grade Level ◽  
Steps Per Day ◽  
Grade Reading Level

Background:We evaluated readability and related features of English-language instructions accompanying pedometers, including reading grade level, layout/formatting characteristics, and emphasis of key points.Methods:We identified 15 pedometers currently available for purchase in the US. Reading grade level was calculated using Flesch-Kinkaid (FK) and SMOG formulas. Text point size was measured with a C-Thru Ruler. Page and illustration dimensions were measured to the nearest millimeter (mm) with a standard ruler. Layout features were evaluated using the criteria from the User-Friendliness Tool.Results:FK scores ranged from 8th to 11th grade, while SMOG scores ranged from 8th to 12th grade. Text point size averaged 6.9 ± 1.9 (range = 4−11). Instructions averaged 8.7 ± 9.0 (range = 0−36) illustrations, most about the size of a US quarter. While many instructions avoided use of specialty fonts (n = 12; 80.0%), most used a minimal amount of white space. Just 4 (26.7%) sets of instructions highlighted the target goal of 10,000 steps-per-day.Conclusion:Pedometer instructions should be revised to meet the recommended 6th grade reading level. Paper size instructions are printed on should be enlarged, thereby allowing for larger text and illustrations, and additional white space. Recommended number of steps per day and proper pedometer positioning should also be predominantly highlighted.

scholarly journals Availability and quality of mobile health app privacy policies

2014 ◽  
Vol 22 (e1) ◽  
pp. e28-e33 ◽  
Author(s):  
Ali Sunyaev ◽  
Tobias Dehling ◽  
Patrick L Taylor ◽  
Kenneth D Mandl
Keyword(s):  
Mobile Health ◽  
Grade Level ◽  
Information Privacy ◽  
College Level ◽  
Privacy Policies ◽  
Informed Decisions ◽  
Reading Grade Level ◽  
Mhealth Apps

Abstract Mobile health (mHealth) customers shopping for applications (apps) should be aware of app privacy practices so they can make informed decisions about purchase and use. We sought to assess the availability, scope, and transparency of mHealth app privacy policies on iOS and Android. Over 35 000 mHealth apps are available for iOS and Android. Of the 600 most commonly used apps, only 183 (30.5%) had privacy policies. Average policy length was 1755 (SD 1301) words with a reading grade level of 16 (SD 2.9). Two thirds (66.1%) of privacy policies did not specifically address the app itself. Our findings show that currently mHealth developers often fail to provide app privacy policies. The privacy policies that are available do not make information privacy practices transparent to users, require college-level literacy, and are often not focused on the app itself. Further research is warranted to address why privacy policies are often absent, opaque, or irrelevant, and to find a remedy.

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