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Objective: This study aimed to evaluate the readability and quality of current online information on Bell's palsy. Method: A Google search using the terms 'Bell's palsy' and 'facial palsy' was performed separately. The first three pages of results were analysed. Readability was assessed using Flesch Reading Ease Score, Flesch–Kincaid Grade Level, the Gunning-Fog Index and the Simple Measure of Gobbledygook. Quality was assessed using the Discern tool. Spearman's correlation between quality and readability was calculated. Results: A total of 31 websites met the inclusion criteria. The mean Flesch Reading Ease Score, Flesch–Kincaid Grade Level, the Gunning Fox Index and the Simple Measure of Gobbledygook scores were 52.45 (95 per cent confidence interval = 47.01–57.86), 10.50 (95 per cent confidence interval = 9.42–11.58), 12.76 (95 per cent confidence interval = 11.68–13.85) and 9.36 (95 per cent confidence interval = 8.52–10.20), respectively. The average Discern score was 44 (95 per cent confidence interval = 40.88–47.12). A negligible correlation was noted between the Discern and Flesch Reading Ease Score (rs = −0.05, p = 0.80). Conclusion: Online information on Bell's palsy is generally of fair quality but is written above the recommended reading age guidance in the UK. [ABSTRACT FROM AUTHOR]

Background: Information leaflets are commonly used in Speech and Language Therapy Departments. Despite widespread use, they can be of variable quality. Aims: To revise current departmental leaflets using the National Health Service (NHS) Toolkit for Producing Patient Information and to test the effect that this has on the readability scores of the text. Methods & Procedures: Twenty existing leaflets were revised with the help of the NHS Toolkit for Producing Patient Information. Readability statistics were calculated for each leaflet before and after revision. Outcomes & Results: The mean Flesch Reading Ease (FRE) score and the Flesch-Kincaid Reading Grade Level (FKRGL) were significantly better in the revised leaflets (p<0.01 and <0.01, respectively). The variability of readability outcome measures was lower in the revised group. Only 25% of the original leaflets met recommended levels of readability, while 75% of the revised leaflets met these standards. Conclusions: Readability is a vital component to consider in the production of information leaflets. Following simple guidelines on the production of leaflets for patients considerably improves their quality. [ABSTRACT FROM AUTHOR]

Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (.57-.67) and modest shared environmental influences (.10-.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from "learning to read" to "reading to learn." [ABSTRACT FROM AUTHOR]