chapter 4 understanding and assessing literacy
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Understanding
and AssessingLiteracy
Michelle M. Cueto, PTRP, MASEd
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Literacy
The ability to read and speak
US Department of Educationdefined as the ability to useprinted and written information to
function in society, to achieveones goal and to develop onesknowledge and potential.
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Category of literacy into 3
general kinds of task1. Prose task
Which measure reading comprehension and the ability to extractthemes from newspaper, magazines, poems and books
2. Document task
Which assess the ability of readers to interpret documents suchas insurance reports, consent forms and transportation schedules
3. Quantitative task
Which assess the ability to work with numerical informationembedded in written materials such as computing restaurantmenu bills, figuring out taxes, interpreting paychecks stubs, orcalculating calories on a nutrition checklist.
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4 classification levels of NALSLiteracy test
Level I. BELOW BASIC
Ranges from non literate English to the ability to find simpleinformation in the prose text. Can perform simple math such asaddition
Level 2 BASIC
Understand information in short prose text with everydaylanguage. Can use numbers to solve simple one-step arithmeticproblem such as comparing 2 prices
Level 3 INTERMEDIATE
Understand and can locate information in fairlt dense prose anddocuments and can make simple inferences from them. Can solve
quantitative problems even when the necessary steps are notprevious
Level 4 PROFICIENT
Understand complex prose and analyze complex documents. Cansolve multistep arithmetic problems
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Assessing LiteracyPeople with low literacy give us clues that can lead usto a realization that they may have a reading orcomprehension problem:
1. Not even attempting to read printed materials
2. Asking to take PEMS home to discuss with SO
3. Claiming that eyeglasses were left at home
4. Stating that they cannot read something becausethey are too tired or they do not feel well.
5. Avoiding discussion of written material or not askingquestions about it
6. Mouthing words as they try to read
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2 test used to measure patientliteracy
REALM rapid estimate of adult literacy inmedicine
It measures ability to read medical and health
related vocabulary, it takes less time to administer,the scoring is simpler and is well recieved by mostclients
WRAT Wide Range Achievement Test
It is a word recognition screening test. It is used toasses a learners ability to recognize and pronouncea list of words out of context as a criterion for
measuring reading skills.
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Teaching people with low literacy
Assessing reading ability is only thefirst step in the process of healtheducation for people with low
literacy skills
The second step is planning an
approach to teaching that will bestmeet the needs of individuals inthis group.
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Steps in teaching people with lowliteracy
Set objectives that are realistic for person level of
understanding.
Choose information that will meet the objectives andpare it down to the minimum amount that isnecessary.
Keep instruction simple by breaking them down into
smaller units. For example:when teaching abouttaking digoxin, first teach a liitle about the action ofthe drug, then how to take the pulse rate and the needfor follow up visit
If possible, use more then one teaching method toreinforce the learning.computer or videotape
In the process of teaching, use examples andanalogies with which the person can relate. Usefamiliar illustrations and pictures that are culturallyrelevant
Be creative in evaluating them , ask them to repeatwhat you have said in their own words.
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Developing Printed EducationalMaterials
Consider the following:
Organizational Factors
1.Include a short but descriptive title
2.Use brief heading and subheadings
3.Incorporate only one idea per paragraph,and be sure the first semester is the topicsentence
4.Divide complex instruction into small steps
5.Consider using a question-answer format
6.Address no more than three or four mainpoints
7.Reinforce main points with a summary at
the end
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Linguistic Factors Keep the reading level at grade 5 and 6 to make the material
understdable to most low literate persons
Use mostly one or two syllable words and short sentences
Use a personal and conversational style.
For example: you should weigh yourself everyday is preferable.
Define technical terms if they must be used.
Use words consistently throughout the text
Example: stay with pill rather than medicine
Avoid the use of idioms that mean different thing to otherpeople. The term junk food may mean different to other people
Use graphics and language that are culturally and age relevantfor the intended audience
Use active rather than passive voice
Example: take one pill every morning rather than A pill should betaken every morning
Incorporate examples and simple analogies to illustrate concepts
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Appearance factorsAvoid a cluttered appearance by
including enough white space
Include simple diagrams that are welllabeled
Use upper and lower case letter. Allcapitals are difficult to evryone to read
12 to 14 serif is preferred
Placed emphasized word on bold do notuse capital
Use list when appropriate
Try to limit limit line length of no morethan 50 or 60 characters
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Information literacyInformation literacy is the ability to
identify the need for information; tocollect, evaluate, and interpret ; and it
use appropriately.
Computer literacy is a basis for
information literacy, because thenurse must be able to use thecomputer in order to accessinformation.
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