Literacy and Readability

7/29/2019 Literacy and Readability

1/16

Literacy and ReadabilityLiteracy and Readability

Literacy in the Adult PatientLiteracy in the Adult PatientPopulationPopulation


2/16

Today, The fact remains that manyToday, The fact remains that manyindividuals do not possess the basicindividuals do not possess the basic

literacy abilities to function effectively inliteracy abilities to function effectively inour technologically complex society.our technologically complex society.

Since then, awareness about illiteracy,Since then, awareness about illiteracy,

thought to be mainly a problem confinedthought to be mainly a problem confinedto developing countries, has taken on newto developing countries, has taken on newmeaning.meaning.

What must be of particular concern to theWhat must be of particular concern to thehealthcare industry are the numbers ofhealthcare industry are the numbers ofconsumers who are illiterate, functionallyconsumers who are illiterate, functionallyilliterate, or marginally literate.illiterate, or marginally literate.


3/16

Researchers have discovered that people with poorResearchers have discovered that people with poorreading & comprehension skills havereading & comprehension skills havedisproportionately higher medical costs & moredisproportionately higher medical costs & more

perceived physical & psychosocial problems than doperceived physical & psychosocial problems than doliterate persons.literate persons.

In todays world of managed care, the literacyIn todays world of managed care, the literacyproblem is perceived to have grave consequences.problem is perceived to have grave consequences.Patients are expected to assume greaterPatients are expected to assume greater

responsibility for self-care & health promotion, yetresponsibility for self-care & health promotion, yetthis expanded role depends on increased knowledgethis expanded role depends on increased knowledge& skills.& skills.

If patients with low literacy abilities cannot fullyIf patients with low literacy abilities cannot fullybenefit from the type & amount of information theybenefit from the type & amount of information theyare typically given, then they cannot be expected toare typically given, then they cannot be expected tomaintain health & manage independently.maintain health & manage independently.

The result is a significant negative impact on theThe result is a significant negative impact on thecost of health care & the quality of life.cost of health care & the quality of life.


4/16

LiteracyLiteracy an umbrella term used to describe an umbrella term used to describesocially required & expected reading &socially required & expected reading &

writing abilities.writing abilities.

- More specifically, literacy has been thought- More specifically, literacy has been thought

of as the relative ability to use printed &of as the relative ability to use printed &written material commonly encountered inwritten material commonly encountered indaily livingdaily living

- (USDOE), the ability to use print & written- (USDOE), the ability to use print & writteninformation to function in society, to achieveinformation to function in society, to achieveones goals, & to develop ones knowledge &ones goals, & to develop ones knowledge &potentialpotential


5/16

Examples of elements that affect readability &Examples of elements that affect readability &comprehensioncomprehension

Material Variablesaterial VariablesLegibility (e.g. print size,Legibility (e.g. print size,

spacing)spacing)Organization & flow ofOrganization & flow of

contentcontentConcept levelConcept levelLength of textLength of textSentence structureSentence structureLevel of vocabularyLevel of vocabulary

Relevance to the readerRelevance to the readerJargon (medical terminologyJargon (medical terminologyNumber of polysyllabicNumber of polysyllabic

wordswords

Reader Variableseader VariablesHealth statusHealth statusPerceived threat of illnessPerceived threat of illnessEffects of illness or stressEffects of illness or stress

Physical & mental energyPhysical & mental energyLevel of motivationLevel of motivationVisual & auditory acuityVisual & auditory acuityEducational attainmentEducational attainment

Background knowledgeBackground knowledgeAbility to decipherAbility to decipher

language of messagelanguage of message


6/16

Those at RiskThose at Risk

IlliteracyIlliteracyhas been portrayed as anhas been portrayed as aninvisible handicap that affects allinvisible handicap that affects all

classes, ethnic groups, & ages. It isclasses, ethnic groups, & ages. It isa silent disability. Illiteracy knows noa silent disability. Illiteracy knows noboundaries & exists among personsboundaries & exists among persons

of every race & ethnic background,of every race & ethnic background,socioeconomic class, & age categorysocioeconomic class, & age category..


7/16

Low literacyLow literacy also termed as also termed asmarginallymarginallyliterateliterateoror marginallymarginally

illiterateilliterate, refers to the ability of adults, refers to the ability of adultsto read, write, & comprehend infoto read, write, & comprehend infob/w the 5b/w the 5thth & 8& 8thth level of difficultylevel of difficulty

` - have trouble using commonly- have trouble using commonlyprinted & written info to meet theirprinted & written info to meet their

everyday needs such as reading a TVeveryday needs such as reading a TVschedule, taking a telephoneschedule, taking a telephonemessage, or filling out a relativelymessage, or filling out a relatively

simple application formsimple application form


8/16

Functional illiteracyFunctional illiteracy have reading, have reading,

writing, & comprehension skillswriting, & comprehension skillsbelow the fifth-grade level; that isbelow the fifth-grade level; that isthey lack the fundamentalthey lack the fundamental

education skills needed toeducation skills needed tofunction effectively in todaysfunction effectively in todayssocietysociety


9/16

Winslow & Hayes, populations that have beenWinslow & Hayes, populations that have beenidentified as having poorer reading &identified as having poorer reading &comprehension skills than the averagecomprehension skills than the average

American include the ff:American include the ff:

The economically disadvantagedThe economically disadvantaged Older adultsOlder adults

Immigrants (illegal)Immigrants (illegal) Racial minoritiesRacial minorities High school dropoutsHigh school dropouts The unemployedThe unemployed

PrisonersPrisoners Inner-city & rural residentsInner-city & rural residents Southerners (Louisiana, Texas, & Mississipi report theSoutherners (Louisiana, Texas, & Mississipi report the

highest rates of illiteracy in the nation)highest rates of illiteracy in the nation)

Those with poor health status due to chronic mental &Those with poor health status due to chronic mental &physical problemsphysical problems


10/16

The observant practitioner should alwaysThe observant practitioner should alwaysbe on the lookout for possible signs ofbe on the lookout for possible signs of

poor reading ability in a patient. Ifpoor reading ability in a patient. Ifhealthcare providers become aware of ahealthcare providers become aware of apatients literacy problem, they mustpatients literacy problem, they must

convey sensitivity & maintainconvey sensitivity & maintainconfidentiality to prevent increasedconfidentiality to prevent increasedfeelings of shame. During assessment ,feelings of shame. During assessment ,

the nurse should take note of thethe nurse should take note of thefollowing clues that illiterate patients mayfollowing clues that illiterate patients maydemonstrate:demonstrate:


11/16

Reacting to complex learning situations byReacting to complex learning situations bywithdrawal, complete avoidance, or beingwithdrawal, complete avoidance, or being

repeatedly noncompliant.repeatedly noncompliant. Using the excuse that they were too busy,Using the excuse that they were too busy,

too tired, too sick, or too sedated withtoo tired, too sick, or too sedated with

medication to maintain attention spanmedication to maintain attention spanwhen given a booklet or instruction sheetwhen given a booklet or instruction sheetto read.to read.

Claiming that they just did not feel likeClaiming that they just did not feel likereading, that they gave the information toreading, that they gave the information totheir spouse to take home, or that theytheir spouse to take home, or that they

lost, forgot or broke, their glasses.lost, forgot or broke, their glasses.


12/16

Camouflaging their problem byCamouflaging their problem bysurrounding themselves with books,surrounding themselves with books,magazines, & newspapers to give themagazines, & newspapers to give theimpression they are able to read.impression they are able to read.

Circumventing their inability by insistingCircumventing their inability by insistingon taking the information to their spouseon taking the information to their spouseto take home to read or having a familyto take home to read or having a familymember or friend with them when writtenmember or friend with them when writteninfo is presented.info is presented.

Asking you to read the info for them underAsking you to read the info for them underthe guise that their eyes are bothersome,the guise that their eyes are bothersome,they lack interest, or they do not have thethey lack interest, or they do not have the

energy to devote to the task of learningenergy to devote to the task of learning


13/16

Showing nervousness as a result of feelingShowing nervousness as a result of feelingstressed by the threat of the possibility ofstressed by the threat of the possibility of

getting caught or having to confess togetting caught or having to confess to

illiteracy.illiteracy. Acting confused, talking out of context, holdingActing confused, talking out of context, holding

reading materials upside down, or expressingreading materials upside down, or expressingthoughts that may seem totally irrelevant of thethoughts that may seem totally irrelevant of thetopic of conversation.topic of conversation.

Showing a great deal of frustration &Showing a great deal of frustration &restlessness when attempting to read, oftenrestlessness when attempting to read, often

mouthing words aloud, or silently, substitutingmouthing words aloud, or silently, substitutingwords they cannot decipher w/ meaninglesswords they cannot decipher w/ meaninglesswords, pointing to words or phrases on a page,words, pointing to words or phrases on a page,or exhibiting facial signs of bewilderment oror exhibiting facial signs of bewilderment or

defeatdefeat


14/16

Standing in a location clearly designatedStanding in a location clearly designatedfor authorized personnel only.for authorized personnel only.

Listening & watching attentively toListening & watching attentively toobserve & memorize how things work.observe & memorize how things work.

Demonstrating difficulty w/ ff instructionsDemonstrating difficulty w/ ff instructions

about relatively simple activities such asabout relatively simple activities such asbreathing exercises or w/ operating thebreathing exercises or w/ operating theTV, electric bed, call light & other simpleTV, electric bed, call light & other simple

equipment, even when the operatingequipment, even when the operatinginstructions are clearly printed on them.instructions are clearly printed on them.

Failing to ask any questions about the infoFailing to ask any questions about the info

they received.they received.


15/16

Revealing a discrepancy b/w what isRevealing a discrepancy b/w what isunderstood by listening & what isunderstood by listening & what is

understood by reading.understood by reading.


16/16

In summary, the level of completed formalIn summary, the level of completed formaleducation is an inaccurate presumption byeducation is an inaccurate presumption by

w/c to predict reading level, thereforew/c to predict reading level, thereforenurses need this to incorporate into theirnurses need this to incorporate into theirmethods of assessment.methods of assessment.

Negative feedback & clues in the form ofNegative feedback & clues in the form ofpuzzled looks, inappropriate behaviors,puzzled looks, inappropriate behaviors,excuses or irrelevant statements may giveexcuses or irrelevant statements may give

the nurse the gut feeling that the messagethe nurse the gut feeling that the messagebeing communicated is neither receivedbeing communicated is neither receivednor understood.nor understood.

Literacy and Readability

Documents

Transcript of Literacy and Readability