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    Department of Nursing: Week 10: Literacy and Readability

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    Waleed Ahmad
    This document discusses literacy and readability of patient educational materials. It begins by outlining 4 reading levels that range from below basic to proficient. Factors that can contribute to reading difficulty include long sentences, complex structures, technical terms and poor design elements. Assessing a patient's literacy involves looking for clues like not reading materials or asking questions. When teaching low literacy patients, objectives should be simple, use multiple methods and examples. Developing effective printed materials involves using short titles, headings, simple language at a 5th grade level and clear visual design.

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    Department of Nursing: Week 10: Literacy and Readability

    Uploaded by

    Waleed Ahmad
    116 views10 pages
    This document discusses literacy and readability of patient educational materials. It begins by outlining 4 reading levels that range from below basic to proficient. Factors that can contribute to reading difficulty include long sentences, complex structures, technical terms and poor design elements. Assessing a patient's literacy involves looking for clues like not reading materials or asking questions. When teaching low literacy patients, objectives should be simple, use multiple methods and examples. Developing effective printed materials involves using short titles, headings, simple language at a 5th grade level and clear visual design.

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    This document discusses literacy and readability of patient educational materials. It begins by outlining 4 reading levels that range from below basic to proficient. Factors that can contribute to reading difficulty include long sentences, complex structures, technical terms and poor design elements. Assessing a patient's literacy involves looking for clues like not reading materials or asking questions. When teaching low literacy patients, objectives should be simple, use multiple methods and examples. Developing effective printed materials involves using short titles, headings, simple language at a 5th grade level and clear visual design.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    116 views10 pages

    Department of Nursing: Week 10: Literacy and Readability

    Uploaded by

    Waleed Ahmad
    This document discusses literacy and readability of patient educational materials. It begins by outlining 4 reading levels that range from below basic to proficient. Factors that can contribute to reading difficulty include long sentences, complex structures, technical terms and poor design elements. Assessing a patient's literacy involves looking for clues like not reading materials or asking questions. When teaching low literacy patients, objectives should be simple, use multiple methods and examples. Developing effective printed materials involves using short titles, headings, simple language at a 5th grade level and clear visual design.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    University of Tabuk

    Faculty of Applied Medical Sciences

    Department of Nursing
    Week 10:
    Literacy and Readability
    a. Reading Levels of Client
     Patients often read two to three
    levels below the last completed
    year of school.

    Patient Educational Materials (PEM’s)


    -pamphlets, booklets, information
    sheets and consent forms
    Levels of Literacy
    Level Description
    Level 1 • Ranges from nonliterate in english to the ability to
    Below Basic find simple information in a prose text.
    • Can perform simple math such as addition.

    Level 2 • Understand information in short prose texts with


    Basic everyday language.
    • Can use numbers to solve simple one-step arithmetic
    problems such as comparing two prices.

    Level 3 •Understand and can locate information in fairly dense


    Intermediate prose and documents and can make simple inferences
    from them.
    • Can solve quantitative problems even when the
    necessary process are not obvious.

    Level 4 • Understand complex prose and analyzes complex


    Proficient documents.
    • Can solve multi-step arithmetic problems.
    Department of Nursing 3
    Factors that contributes to reading
    difficulty of Patient Educational
    Materials (PEM’s) and web sites:

    Long sentences and polysyllabic words


    Complex sentences and paragraph
    structure
    Used of technical terminologies
    Inclusion of abstract concepts
    Mechanical factors: print size and type,
    color, contrast, and density of the text.
    Department of Nursing 4
    b. Assessing Literacy Levels
    Clues of People with Low Literacy:
     Not even attempting to read printed
    materials;
     Asking to take PEMs home to discuss
    with a SO;
     Claiming that eyeglasses were left at
    home;
     Stating that they cannot read something
    because they are too tired or they do not
    feel well;
     Avoiding discussion of written material or
    not asking questions about it;
     Mouthing words as they try to read it.
    c. Teaching People with Low
    Literacy
    1. Set objectives that are realistic for the
    person’s level of understanding.
    2. Choose information that will meet the
    objectives and pare it down to the
    minimum amount that is necessary.
    3. Keep instructions simple.
    4. Use more than one teaching method.
    5. Use examples and analogies with which
    the person can relate.
    6. Be creative in the way you evaluate
    learning.
    d. Developing Printed
    Educational Materials
    Organizational Factors
    1. Include a short but descriptive title.
    2. Use brief headings and subheadings.
    3. Incorporate only one idea per paragraph,
    and be sure the first sentence is the
    topic sentence.
    4. Divide complex instructions into small
    steps.
    5. Consider using a question-answer
    format.
    6. Address no more than three to four main
    points.
    7. Reinforce main points with summary at
    the end.
    Linguistic Factors
    1. Keep the reading level at grade 5 or 6 to
    make the material understandable to most
    low-literate person.
    2. Use mostly one or two syllable words and
    short sentences.
    3. Use a personal a conversational style.
    4. Define technical terms if they must be used.
    5. Use words consistently throughout the text.
    6. Avoid to use idioms that might mean
    different things to different people.
    7. Use graphics and language that are
    culturally and age relevant for the intended
    audience.
    8. Use active rather than passive boys.
    9. Incorporate examples and simple analogies
    to illustrate concepts.
    Appearance Factors
    1. Avoid cluttered appearance by
    including enough white spaces.
    2. Include simple diagrams or
    graphics that are well labeled.
    3. Use upper and lower case letters.
    4. Use 12- to 14- point type in plain
    font (serif if preferred).
    5. Place emphasized words in bold or
    underline them, but do not use
    capitals because they are difficult to
    read.
    6. Use lists when appropriate.
    7. Try to limit line length to no more
    than 50 or 60 characters.
    10

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