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 j4VL3SG17920; Tue, 31 May 2005 17:03:28 -0400 (EDT) Date: Tue, 31 May 2005 17:03:28 -0400 (EDT) Message-Id: <5E876EA12B0BC942AE1314C34B678330A1C356@exchangemb.ahecdom.coastalahec.org> 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: "Kristin Hoeft" <Kristin.Hoeft@coastalahec.org> To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:4739] Evaluating low literacy/multilingual populations X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 852 Lines: 22 I am helping to evaluate a health literacy program for adult ESL students. I am currently researching information related to developing and administering measurement tools for a multilingual, lower-literacy population in a classroom setting. Can anyone recommend any particular references that discuss successful measurement (quantitative or qualitative) or administrative techniques to collect data from a multilingual population (i.e.., not translating tools but developing tools in English). Some issues that we anticipate dealing with might be: 1. A lack of cultural familiarity among students with completing surveys or participating in focus groups; 2. Developing tools/methods that are sensitive enough to measure attitude, knowledge, and behavior change and also understandable to the participants. Thanks!! Sincerely, Kristin Hoeft
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:39 EST