Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g3AG9Bu08775; Wed, 10 Apr 2002 12:09:11 -0400 (EDT) Date: Wed, 10 Apr 2002 12:09:11 -0400 (EDT) Message-Id: <000a01c1e0a9$f1b74820$77b2f50c@attbi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: "Jill Dehlin" <jdehlin@attbi.com> To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:3665] readability and comprehension X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3932 Lines: 78 I apologize for sending this earlier in MIME. Here it is again in plain text. Sorry for the double posting. I wrote a literature review last year on text comprehension of health education materials, and posted some of the information to the listserv in May, 2001. I apologize in advance for its length. Here is what I found: Optimally, our goal should be to make a better match between reader and text. Reading comprehension is an interactive process that involves the reader, the author, and text. The reader brings her reading ability, prior knowledge, purpose for reading (interest and motivation to read) into the equation. Strategies for reading are also important. The author adds the purpose and intended audience, information to include, and language that facilitates reading and understanding of the text. Textual variables help the reader make connections within the text, and influence the way the text is interpreted. These features include structure, content, cohesion, and how the letters and words are placed on the page. When text construction facilitates the readers' acquisition of information, it is known as "considerate text." (Armbruster, 1994). The cohesion of text aids the reader in building coherent representations of information and meaning construction on a local (word-by-word) and global (construction of meaning from the text as a whole) level. Rhetorical relationships play an important role in content structure (Meyer, 1985), and help the reader make associations within the text at a global level (Goldman & Rakestraw, 2000). they include syntactic rules, questions and summaries, signaling devices (font size and change, paragraph indentations, numbered lists and bullets, underlining, text boxes, illustrations, charts, tables and graphic representations). The purposes of expository text, such as patient information, are to persuade, explain, and inform. The most important aspect of the text is that it be a good match with the reader's prior knowledge, skills, interests, learning goals, and culture. Unfortunately, much expository text makes in correct assumptions about the reader, and fails to provide adequate information and explicit links to help the reader make meaning of the text (Beck et al, 1998). Content density and readability are issues here. Klare (1984) states, "merely shortening words and sentences to improve readability is like holding a lighted match under a thermostat when you want to make the room warmer." Instead, writers should focus less on readability formulas and other restrictive devices and more on conceptual content, creating a better match between reader and text. Valuable references: Armbruster, B.B. (1984). The problem of "inconsiderate text." In G.G. Duffy, L.R. Roehler, & J. Mason (Eds), Comprehension Instruction: Perspectives and suggestions (pp. 202-217). Beck, I.L, McKeown, M.G, Hamilton, R.L., & Kucah, L. (1998) Getting at the meaning: How to help students unpack difficult text. "American Educator, 22, (1-2) 66-71. Doak, C.C., Doak, L.G., & Root, J.H. (1996). "Teaching patients with low literacy skills." (2nd ed.) Philadelphia: J.B. Lippincott. Goldman, S.R. & Rakestraw, J.A. (2000). Structural aspects of constructing meaning from text. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr (Eds.), "Handbook of Reading Research" (Vol III, pp. 311-335). Klare, G.R. (1984). Readability. In P.D. Pearson (Ed.), "Handbook of Reading Research." (pp.681-743). Meyer, B.J.F. (1985). Organizational aspects of text: Effects on reading comprehension. In Flood (Ed.) Promoting Reading Comprehesion (pp. 113-138). Newark, DE: International REading Association. Rudd, R.E., Moeykens, B.A., & Colton (1999). Health and Literacy: A review of medical and public health literature. In J. Comings, B. Garner, and C. Smith (Eds.) "Annual Review of Adult learning and Literacy." (Chapter 5). New York: Jossey-Bass.
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