Search

Objective: Complications of parotidectomy can have a massive impact on patients' quality of life. This study aimed to evaluate the readability and quality of online health information on parotidectomy. Method: The search terms 'parotidectomy', 'parotid surgery', 'parotidectomy patient information' and 'parotid surgery patient information' were parsed through three popular search engines. Results: The websites were analysed using readability scores of the Flesch Reading Ease test and the Gunning Fog Index. The DISCERN instrument was used to assess quality and reliability. The average Flesch Reading Ease score was 50.2 ± 9.0, indicating that the materials were fairly difficult to read, the Gunning Fog Index score showed that the patient health information was suitable for an individual above 12th grade level, and the DISCERN score indicated that the online patient health information had fair quality. The Kruskal–Wallis test showed a significant difference in Flesch Reading Ease and DISCERN tool scores according to website category (p < 0.05). Conclusion: Current online patient health information on parotidectomy is too difficult for the public to understand, and it exceeds the reading levels recommended by Health Education England and the American Medical Association. [ABSTRACT FROM AUTHOR]

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]

Researchers have taken great interest in the assessment of text readability. This study expands on this research by developing readability models that predict the processing effort involved during first language (L1) and second language (L2) text reading. Employing natural language processing tools, the study focused on assessing complex linguistic features of texts, and these features were used to explain the variance in processing effort, as evidenced by eye movement data for L1 or L2 readers of English that were extracted from an open eye-tracking corpus. Results indicated that regression models using the indices of complex linguistic features provided better performance in predicting processing effort for both L1 and L2 reading than the models using simple linguistic features (word and sentence length). Furthermore, many of the predictive variables were lexical features for both L1 and L2 reading, emphasizing the importance of decoding for fluent reading regardless of the language used. [ABSTRACT FROM AUTHOR]

Reading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of primary school. In this context, the aim of our study was to investigate whether text simplification, a process of reducing text complexity while keeping its meaning unchanged, can improve reading fluency and comprehension for children learning to read. Furthermore, we were interested in finding out whether some readers would benefit more than others from text simplification as a function of their cognitive and language profile. To address these issues, we developed an iBook application for iPads, which allowed us to present normal and simplified versions of informative and narrative texts to 165 children in grade 2. Reading fluency was measured for each sentence, and text comprehension was measured for each text using multiple-choice questions. The results showed that both reading fluency and reading comprehension were significantly better for simplified than for normal texts. Results showed that poor readers and children with weaker cognitive skills (nonverbal intelligence, memory) benefitted to a greater extent from simplification than good readers and children with somewhat stronger cognitive skills. [ABSTRACT FROM AUTHOR]

This study investigates reading comprehension in adult deaf and hearing readers. Using correlational analysis and stepwise regression, we assess the contribution of English language variables (e.g., vocabulary comprehension, reading volume, and phonological awareness), cognitive variables (e.g., working memory (WM), nonverbal intelligence, and executive function), and language experience (e.g., language acquisition and orthographic experience) in predicting reading comprehension in deaf and hearing adult bilinguals (native American Sign Language (ASL) signers, non-native ASL signers, and Chinese–English bilinguals (CEB)), and monolingual (ML) controls. For all four groups, vocabulary knowledge was a strong contributor to reading comprehension. Monolingual English speakers and non-native deaf signers also showed contributions from WM and spoken language phonological awareness. In contrast, CEB showed contributions of lexical strategies in English reading comprehension. These cross-group comparisons demonstrate how the inclusion of multiple participant groups helps us to further refine our understanding of how language and sensory experiences influence reading comprehension. [ABSTRACT FROM AUTHOR]

Objective: There is limited understanding amongst patients and parents of paediatric patients regarding adenoidectomy. Most patients access health-related information online. The aim of this study was to assess the suitability of online information on adenoidectomy. Method: The term 'adenoid' was used to search Google, and the first 50 websites identified were screened. For each website, the readability and quality were assessed. Results: Of the 41 websites that met the inclusion criteria, the mean readability scores corresponded to 'difficult to read' and university-level reading categories. For the quality of the websites, the mean score corresponded to 'fair' with 39 per cent of the websites containing either 'poor' or 'very poor' quality data. The ENT UK information is one of the most readable and reliable online resources. Conclusion: The online information on adenoidectomy is largely set at an inappropriate readability level and of variable quality. Surgeons should consider assisting their patients with online searches regarding adenoidectomy. [ABSTRACT FROM AUTHOR]

Ongoing debate exists regarding the role of production-based versus comprehension-based training for L2 learning. However, recent research suggests an advantage for production training due to benefits stemming from the opportunity to compare generated output with feedback and from the memory mechanisms associated with language production. Based on recent findings with an artificial language paradigm, we investigated the effects of production-based and comprehension-based training for learning grammatical gender among beginning L2 German learners. Participants received production-based or comprehension-based training on grammatical gender assignment and gender agreement between determiners, adjectives, and 15 German nouns, followed by four tasks targeting the comprehension and production of the target nouns and their corresponding gender marking on determiners and adjectives. Both groups were equally accurate in comprehending and producing the nouns. For tasks requiring knowledge of grammatical gender, the production-based group outperformed the comprehension-based group on both comprehension and production tests. These findings demonstrate the importance of language production for creating robust linguistic representations and have important implications for classroom instruction. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to assess the quality and readability of websites on chronic rhinosinusitis. Methods: A total of 180 results from 3 different search engines regarding 'chronic rhinosinusitis', 'sinusitis' and 'sinus infections' were analysed for readability using the Flesch–Kincaid Grade Level, Flesch Reading Ease Score and Gunning Fog Index. The Discern tool was used to approximate information quality. Results: From 180 total searches, 69 unique websites were identified. These had an average Flesch–Kincaid Grade Level of 9.75 (95 per cent confidence interval = 9.12–10.4), a Flesch Reading Ease Score of 45.0 (41.0–49.0) and a Gunning Fog Index of 13.7 (12.9–14.4), which equates to the average reading level of a college or university student. Discern scores were variable but consistently showed good-quality information. Conclusion: Chronic rhinosinusitis information is of a high quality but is for a reading level higher than that of the average adult. Standardising patient information should ensure adequate comprehension and improve patient compliance. [ABSTRACT FROM AUTHOR]

Studies of the second language (L2) processing of object–subject ambiguities (OSA), where the parser must revise an initially incorrect analysis of the input, have yielded two findings that the present paper addresses. First, L2 speakers are guided more strongly by plausibility information than L1 speakers in OSA processing. Second, L2 speakers generally do not perform reanalysis in real time, and their comparably poor performance on subsequent comprehension questions suggests ultimate failure to derive a grammatical parse. Because previous studies have targeted later L2 acquirers living outside of an L2 context, the present study tested whether the above two findings hold for childhood L2 acquirers with extensive naturalistic L2 exposure, hypothesizing that these factors would engender more nativelike processing. A self-paced reading task involving two kinds of OSA construction was conducted. Sensitivity to plausibility information differed across the first language and L2 groups per construction type. Within the L2 group, there is evidence that the early childhood acquirers initiated online reanalysis. Comprehension question accuracy did not differ across participant groups, suggesting that all participants succeeded in reanalysis to the same extent. The role of age of onset in L2 processing is discussed, as is the findings' relevance to current models of L2 processing. [ABSTRACT FROM AUTHOR]

Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners' conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners' first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks. [ABSTRACT FROM AUTHOR]

Objective: To assess, using standardised tools, the quality and readability of online tinnitus information that patients are likely to access. Methods: A standardised review was conducted of websites relating to tinnitus and its management. Each website was scored using the DISCERN instrument and the Flesch Reading Ease scale. Results: Twenty-seven unique websites were evaluated. The mean DISCERN score of the websites was 34.5 out of 80 (standard deviation = 11.2). This would be considered 'fair' in quality. Variability in DISCERN score between websites was high (range, 15–57: 'poor' to 'very good'). Website readability was poor, with a mean Flesch Reading Ease score of 52.6 (standard deviation = 7.7); this would be considered 'difficult' to read. Conclusion: In general, the quality of tinnitus websites is fair and the readability is poor, with substantial variability in quality between websites. The Action on Hearing Loss and the British Tinnitus Association websites were identified as providing the highest quality information. [ABSTRACT FROM AUTHOR]

This study examined the processing of derivational morphology and its association with measures of morphological awareness and literacy outcomes in 30 Dutch-speaking high-functioning dyslexics, and 30 controls, matched for age and reading comprehension. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task. Measures of morphological awareness were assessed using a specifically designed sentence completion task. Significant priming effects were found in each group, yet adults with dyslexia were found to benefit more from the morphological structure than the controls. Adults with dyslexia were found to be influenced by both form (morpho-orthographic) and meaning (morphosemantic) properties of morphemes while controls were mainly influenced by morphosemantic properties. The reports suggest that morphological processing is intact in high-functioning dyslexics and a strength when compared to controls matched for reading comprehension and age. Thus, reports support morphological processing as a potential factor in the reading compensation of adults with dyslexia. However, adults with dyslexia performed significantly worse than controls on morphological awareness measures. [ABSTRACT FROM AUTHOR]

Second language learners of English occasionally establish gender agreement between a possessive determiner and the local noun that follows it, rather than with its target antecedent (*“Maryi loves hisi brother”). The production and comprehension profiles of adult Mandarin second language learners of English and monolingual English-speaking children were examined to establish (a) if such errors result from an inherent tendency to establish agreement locally within the noun phrase or rather from transfer of first language agreement procedures, and (b) if these errors are production specific or rather reflect nontarget grammatical representations, thus also affecting comprehension. The results of the elicited production portion of the study support the hypothesis that gender agreement errors in learners’ production of possessives result from a generalized tendency to establish local agreement. The results of the comprehension portion of the study suggest that the observed tendency for local agreement within the noun phrase is production specific and does not characterize learners’ grammatical representations as a whole. [ABSTRACT FROM PUBLISHER]

Psycholinguistic research has shown that sentence processing is incremental (e.g., Altmann & Kamide, 1999). In Japanese, a verb-final language, native speakers use case markers to incrementally assign thematic roles and predictively activate a structural representation of upcoming linguistic items. This study examined whether second-language learners of Japanese, guided by case markers, generate predictions as to whether the upcoming verb involves the active or passive voice. The results show that the native speakers made predictive eye movements before the verb, but the learners did not; the learners were less efficient in using case-marker cues than the native speakers and relied more on verb morphology information. These results suggest that case markers guide thematic role assignments, expediting the processing for Japanese native speakers. Learners may depend more on information from the verb to compensate for the inefficiency in case-marker-driven predictive processing. [ABSTRACT FROM PUBLISHER]

Objective: To analyse patterns of knowledge, comprehension, attitudes and practices regarding the traffic light label placed on processed food packages to inform Ecuadorian consumers about levels of added fat, sugar and salt.Design: Twenty-one focus group discussions organized by age group, sex and place of residence. Interviews with representatives of companies that manufacture or market processed foods. Analysis of regulations and structured observations of processed food labels.Setting: Cities and towns in Ecuador's coastal, highland and eastern lowland regions.Subjects: One hundred and seventy-eight participants in twenty-one focus group discussions and nine key informants.Results: Focus group participants knew about the traffic light label and understood the information it conveys, but not all changed their attitudes and practices related to the purchase and consumption of processed foods. Children, adolescents and adult males reported using the information infrequently; adolescents interested in health and adult women used the label the most to select products. Representatives of companies that manufacture or market processed foods generally opposed the policy, stating that the information is misleading. Nevertheless, some companies have reduced levels of added fat, sugar or salt in their products.Conclusions: The traffic light label is an effective tool for conveying complex information. Its potential contribution to reduce consumption of products with high levels of fat, sugar and salt could be enhanced by promoting healthy diets among consumers who have not changed purchasing and consumption behaviour, by placing the label on front panels and by monitoring the production and marketing of processed foods. [ABSTRACT FROM AUTHOR]

AimThis study analyzed Meaningful Use (MU) clinical summaries (CS) given to 100 older adults (⩾65) from 10 family physicians in an urban primary care practice.BackgroundIn the United States, MU was designed to promote and enhance patient engagement in hospitals and clinics across the country, providing financial incentives to physicians attesting to the Meaningful Use of a certified Electronic Health Record by meeting a series of measures and objectives. The CS is intended to support patient and family engagement by communicating elements discussed during the clinical encounter including an updated medication list, problem list, and plan of care (POC). Despite the $27.7 billion spent distributing MU payments to more than 418,000 Eligible Professionals in ambulatory care to date, there is little discussion in the scholarly literature supporting the use of the CS to facilitate patient engagement.MethodsTen CS were accessed from each of 10 family physicians during a regular practice week. Directed content analysis and descriptive statistics were used to evaluate the summaries. Key variables of analysis included diagnoses, medications, plan of care content, availability, completeness, health literacy, format, and readability.FindingsCS contained an average of 5.2 diagnoses and 10 medications. Summaries contained vital signs (98%), lab results (9%), smoking status (88%), professional care team members (4%), follow-up appointments (46%), and POC (67%); 37% of CS were judged to be incomplete. Readability scores indicated that a university education was required to understand the CS. CS support patient engagement by supplying information that supports behavior change and self-management, however barriers to patient engagement exist, including (a) access, (b) poor document readability, and (c) a lack of customization to the patient’s experience. [ABSTRACT FROM AUTHOR]

Objective: The present study investigated whether food package information is legible in a real purchase context; more specifically, it examined the level of legibility of non-mandatory, mandatory and nutritional information as well as the influence of age on legibility. This is an important issue, especially for older consumers who are usually advised to pay attention to their diet.Design: An in-store study was conducted in a French hypermarket. Descriptive statistics were used to measure the overall level of legibility and then ANOVA tests were carried out to examine the influence of age on the legibility of information. Complementary results included the influence of level of education.Setting: Participants were asked to read information on four food packages when they were food shopping.Subjects: The sample included 196 consumers aged 18-82 years.Results: An asymmetry was observed between the extremely high level of legibility of non-mandatory information and the low level of legibility of mandatory and nutritional information provided on food packages. Elderly respondents performed significantly worse than their younger counterparts. An interaction effect was found between age and level of education on the legibility of mandatory information.Conclusions: Legibility of mandatory information is clearly unsatisfactory. There appears to be a hierarchy between significant, but non-mandatory, company information and important mandatory and nutritional information. The first type of information is promoted on food packages whereas the last two are all but concealed to older and less educated consumers. [ABSTRACT FROM AUTHOR]

Objective:This paper objectively evaluates current information available to the general public related to glue ear on the World Wide Web.Methods:The term ‘glue ear’ was typed into the 3 most frequently used internet search engines – Google, Bing and Yahoo – and the first 20 links were analysed. The first 400 words of each page were used to calculate the Flesch–Kincaid readability score. Each website was subsequently graded using the Discern instrument, which gauges quality and content of literature.Results:The websites Webmd.boots.com, Bupa.co.uk and Patient.co.uk received the highest overall scores. These reflected top scores in either readability or Discern instrument assessment, but not both. Readability and Discern scores increased with the presence of a marketing or advertising incentive. The Patient.co.uk website had the highest Discern score and third highest readability score.Conclusion:There is huge variation in the quality of information available to patients on the internet. Some websites may be accessible to a wide range of reading ages but have poor quality content, and vice versa. Clinicians should be aware of indicators of quality, and use validated instruments to assess and recommend literature. [ABSTRACT FROM PUBLISHER]

Objective: To determine the reliability, validity and correlates of measures of food insecurity (FI) obtained using an individually focused food insecurity access scale (IFIAS) among pregnant women of mixed HIV status in northern Uganda.Design: A mixed-methods study involving cognitive interviews nested within a cross-sectional survey.Setting: The antenatal care clinic of Gulu Regional Referral Hospital.Subjects: Survey respondents included 403 pregnant women, recruited in a ratio of one HIV-infected to two HIV-uninfected respondents, twenty-six (nine of them HIV-infected) of whom were asked to participate in the cognitive interviews.Results: Over 80% of cognitive interview participants reported understanding the respective meanings of six of the nine items (i.e. items 4 to 9) on the IFIAS. Two main factors emerged from rotated exploratory factor analysis of the IFIAS: mild to moderate FI (IFIAS items 1-6) and severe FI (items 7-9). Together, they explained 90·4% of the FI measure's variance. The full IFIAS and the two subscales had moderate to high internal consistency (Cronbach's α ranged from 0.75 to 0.87). Dose-response associations between IFIAS scores, and measures of socio-economic status and women's diet quality, were observed. Multivariate linear regression revealed significant positive associations between IFIAS scores and HIV infection, maternal age, number of children and a history of internal displacement. IFIAS scores were negatively associated with women's diet diversity score, asset index and being employed.Conclusions: The IFIAS showed strong reliability, validity and contextual relevance among women attending antenatal care in northern Uganda. [ABSTRACT FROM AUTHOR]

Objective: To determine whether food label information and advertisements for foods containing no fruit cause children to have a false impression of the foods' fruit content.Design: In the food label condition, a trained researcher showed each child sixteen different food label photographs depicting front-of-food label packages that varied with regard to fruit content (i.e. real fruit v. sham fruit) and label elements. In the food advertisement condition, children viewed sixteen, 30 s television food advertisements with similar fruit content and label elements as in the food label condition. After viewing each food label and advertisement, children responded to the question 'Did they use fruit to make this?' with responses of yes, no or don't know.Setting: Schools, day-care centres, after-school programmes and other community groups.Subjects: Children aged 4-7 years.Results: In the food label condition, χ 2 analysis of within fruit content variation differences indicated children (n 58; mean age 4·2 years) were significantly more accurate in identifying real fruit foods as the label's informational load increased and were least accurate when neither a fruit name nor an image was on the label. Children (n 49; mean age 5·4 years) in the food advertisement condition were more likely to identify real fruit foods when advertisements had fruit images compared with when no image was included, while fruit images in advertisements for sham fruit foods significantly reduced accuracy of responses.Conclusions: Findings suggest that labels and advertisements for sham fruit foods mislead children with regard to the food's real fruit content. [ABSTRACT FROM AUTHOR]

Introduction:It is important that patients have a good understanding of surgery-related risks, particularly for mastoid surgery, which exposes patients to the risk of very serious complications, despite addressing conditions which often have only minor symptoms.Materials and methods:A patient information leaflet describing the risks of mastoid surgery was prepared. However, the Hospital Patient Advice and Liaison Services team thought it was too long and complicated. It was introduced unchanged. Fifty-four consecutive mastoidectomy patients were given a questionnaire asking for their opinion of the leaflet. The leaflet was also assessed with readability formulae and the Ensuring Quality Information for Patients tool.Results and analysis:Ninety-eight per cent of respondents thought the leaflet's writing style was easy to understand. The majority (96 per cent) thought the length was ‘just right’. The 7 readability formulae used established readability at a grade 9 level (i.e. appropriate for a reading age of 13–15 years). The Ensuring Quality Information for Patients score was 87.5 per cent.Discussion:Despite the drive to simplify patient information leaflets, quite detailed information is sometimes required. A style which is too simple may be perceived as patronising and may encourage patients to underestimate potential risks. It is important to ask patients their opinion. [ABSTRACT FROM PUBLISHER]

In this article we report on reading ability of twin children in kindergarten to Grade 2 as a function of whether members of the pairs are assigned to the same or different classrooms. All analyses were run using mixed model regressions to account for the interdependence between twin pairs. The samples, total N = 1505, are from Australia and the United States. We found a close-to-significant difference in favor of same-class children in kindergarten and Grade 1. However, when results were adjusted to take account of pre-existing differences in disruptive behavior and in preliteracy ability, the class assignment effects disappeared. We suggest that these pre-existing differences, particularly disruptive behavior, are influencing decisions about whether to separate twins or not and also affecting early reading performance, a conclusion supported by significant correlations between the behavioral measures, preliteracy, and school-based reading. We conclude that, on average, early literacy in twins is not directly affected by their assignment to the same or different classrooms. [ABSTRACT FROM AUTHOR]

The article examines the Swedish method for readability testing which is designed for teaching purposes. It cites that the testing method is used for comparison of two excerpts from Roman poets Lucretius and Juvenal. The factors included in the test are found relevant for the examination of readability, but other factors are also seen as important in the comparison of complexity in syntax, vocabulary, and genre-related features. The method is supplemented by two other methods which focus on formal and thematic aspects. Moreover, the outcome is a higher readability index for Lucretius, indicating a more difficult and complicated text.

Do genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in 'flow' in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R2 = 0.16, p < .01) and MZ differences in 'flow' in Science significantly predicted MZ differences in Science achievement (R2 = 0.10, p < .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement. [ABSTRACT FROM AUTHOR]

The April 2005 issue, ET82, was hardly out when I began to think I'd been premature in what I wrote in its Comment. I noted there that the issue ‘had the smallest number of contributions ever listed: seven titles in all, whereas traditionally there have been ten or more’. The reason of course was the length of several of the articles: closer to ‘papers’ in standard academic journals (yet none the worse for it, readability being as safe as ever). [ABSTRACT FROM AUTHOR]