Reading skill and comprehension of the dietary guidelines by participants of the special supplemental food program for women, infants and children

Abstract

The primary aim of this study was to examine the match between reading skills and comprehension of the 1990 Dietary Guidelines in a group from the Special Supplemental Food Program for Women, Infants and Children (WIC) (n=32) and in a comparison group (n=30). Reading skills were assessed using the Wide-Range Achievement Test-Revised Level II (WRAT-R). WRAT-R scores of the WIC group showed average reading skills at the 11th grade level (60.1), while the average skill level of the comparison group was at the college level (70.8), significantly different between groups (p <.001). Comprehension skills were measured using the cloze technique, in which every fifth word of the text was omitted and subjects were asked to fill in the blanks (scored by percent (%) correct). The introductory section of the Guidelines, originally written at the 10th grade level, was simplified to the 7th grade level for comparison. Cloze scores from all subjects who received the original version indicated that 75% (n=24) scored at the frustration level (score <44%) or at the ‘need instructional assistance’ level (score 44–56%). Simplification of the materials did contribute to higher cloze comprehension scores. Another aim of the study was to determine which selected factors impacted cloze scores, one of which was WRAT-R scores (p <.001). Although both education level and WRAT-R scores varied significantly between groups, analysis of covariance revealed the effects were identical within both groups. Based on these findings WRAT-R can be recommended to screen for reading skill level of an individual, and the cloze technique to assess comprehension of materials by individuals. Assessment of both of these skill levels by nutrition educators is recommended to increase the likelihood of selecting and/or developing effective materials.