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Purpose: Patient-reported outcome measures (PROMs) for persons with aphasia (PWA) are commonly used to measure various outcomes. Persons with aphasia commonly present with language deficits that can likely increase respondent burden. Elements that contribute to respondent burden include readability, design, and formatting methods. The aims of this study were to determine how PROMs for PWA rate in level of respondent burden and on readability levels. Method: Irwin's 2012 review of PROMs for PWA was used for inclusion criteria and additional PROMs developed after 2012 were identified. This method resulted in 14 PROMs, which were rated on proposed respondent burden criteria and also underwent a readability analysis. Results: Six PROMs achieved a 7 or higher with the proposed 10-point respondent burden measure, indicating lower respondent burden. Eight PROMs met the nationally recommended reading level of sixth grade. Conclusions: Results indicated that the several PROMs available for PWA fail to minimize respondent burden. [ABSTRACT FROM AUTHOR]

Presents several text readability exercises and examples. Rules for identifying unfamiliar words; Examples of vocabulary from another era; Examples of difficult and easy long sentences.

Discusses ways to improve coherence and readability of a text. History of readability; Strengths and weaknesses of readability formulas; Importance of coherence in the readability of the text; Factors to consider when matching readers with appropriate text materials.

Emphasizes the importance of providing students with materials on the appropriate level of challenge. Ways to estimate difficulty levels of materials; Qualitative assessment of text readability; Availability of appropriate materials.

Focuses on a study that used classic text readability measures for students with language learning disabilities (LLD) and dyslexia. Reading needs of the students with LLD and dyslexia; Tests to determine the students' reading levels; Methods of locating appropriate reading materials.

Introduces a series of articles on the measures to assess the readability of text used by students in schools. Assessment of text difficulty from multiple perspectives; Ways in which readability is used in schools; Role of word difficulty in the assessment of readability.