Grade Reading Research Articles

Evaluating the Quality of Online Information Regarding Neoadjuvant Therapy for Pancreatic Cancer.

Neoadjuvant therapy (NT) is increasingly utilized for patients with localized pancreatic ductal adenocarcinoma (PDAC). Patients with cancer have high information needs and the Internet has materialized as a leading source of information for many patients. Nevertheless, little is known about the availability, accessibility, quality, and readability of online information regarding NT for PDAC. A search of online patient informational materials (PIMs) pertaining to NT for PDAC was conducted using a combination of common search engines and browsers. Two independent researchers evaluated the readability, quality, and availability of unique PIMs from the top 25 websites from each search using validated measures. Among the 130 websites retrieved, 46 (35.4%) unique PIMs focused on treatment of PDAC. Only 30 (23%) mentioned NT as a possible treatment option. Downstaging was the rationale for NT mentioned in the majority (90%) of websites. The mean quality and reliability of the 30 PIMs, assessed using the DISCERN instrument, was 3.3 ± 0.7, suggesting moderate quality/reliability. The mean readability score, assessed using the SMOG Grade tool, was 10.96 ± 1.49, which is equivalent to an 11th grade reading level. The low availability, poor readability, and moderate quality of online informational materials regarding NT for PDAC highlight the need for new patient-centered resources to educate patients and caregivers on an increasingly utilized treatment strategy for localized PDAC.

Characterizing OPRM1 DNA methylation in prescription opioid users with chronic musculoskeletal pain.

Many patients with chronic pain use prescription opioids. Epigenetic modification of the μ-opioid receptor 1 (OPRM1) gene, which codes for the target protein of opioids, may influence vulnerability to opioid abuse and response to opioid pharmacotherapy, potentially affecting pain outcomes. Our objective was to investigate associations of clinical and sociodemographic factors with OPRM1 DNA methylation in patients with chronic musculoskeletal pain on long-term prescription opioids. Sociodemographic variables, survey data (Rapid Estimate of Adult Health Literacy in Medicine-Short Form, Functional Comorbidity Index [FCI], PROMIS 43v2.1 Profile, Opioid Risk Tool, and PROMIS Prescription Pain Medication Misuse), and saliva samples were collected. The genomic DNA extracted from saliva samples were bisulfite converted, amplified by polymerase chain reaction, and processed for OPRM1-targeted DNA methylation analysis on a Pyrosequencing instrument (Qiagen Inc, Valencia, CA). General linear models were used to examine the relationships between the predictors and OPRM1 DNA methylation. Data from 112 patients were analyzed. The best-fitted multivariable model indicated, compared with their counterparts, patients with > eighth grade reading level, degenerative disk disease, substance abuse comorbidity, and opioid use < 1 year (compared with >5 years), had average methylation levels that were 7.7% (95% confidence interval [CI] 0.95%, 14.4%), 11.7% (95% CI 2.7%, 21.1%), 21.7% (95% CI 10.7%, 32.5%), and 16.1% (95% CI 3.3%, 28.8%) higher than the reference groups, respectively. Methylation levels were 2.2% (95% CI 0.64%, 3.7%) lower for every 1 unit increase in FCI and greater by 0.45% (95% CI 0.08%, 0.82%) for every fatigue T score unit increase. OPRM1 methylation levels varied by several patient factors. Further studies are warranted to replicate these findings and determine potential clinical utility.

Are Mobile Applications in Laryngology Designed for All Patients?

Mobile applications (apps) are multiplying in laryngology, with little standardization of content, functionality, or accessibility. The purpose of this study is to evaluate the quality, functionality, health literacy, readability, accessibility, and inclusivity of laryngology mobile applications. Of the 3230 apps identified from the Apple and Google Play stores, 28 patient-facing apps met inclusion criteria. Apps were evaluated using validated scales assessing quality and functionality: the Mobile App Rating Scale (MARS) and the Institute for Healthcare Informatics App Functionality Scale. The Clear Communication Index (CDC) Institute of Medicine Strategies for Creating Health Literate Mobile Applications, and Patient Education Materials Assessment Tool (PEMAT) were used to evaluate apps health literacy level. Readability was assessed using established readability formulas. Apps were evaluated for language, accessibility features, and representation of a diverse population. Twenty-six apps (92%) had adequate quality (MARS score > 3). The mean PEMAT score was 89% for actionability and 86% for understandability. On average, apps utilized 25/33 health literate strategies. Twenty-two apps (79%) did not pass the CDC index threshold of 90% for health literacy. Twenty-four app descriptions (86%) were above an 8th grade reading level. Only 4 apps (14%) showed diverse representation, 3 (11%) had non-English language functions, and 2 (7%) offered subtitles. Inter-rater reliability for MARS was adequate (CA-ICC=0.715). While most apps scored well in quality and functionality, many laryngology apps did not meet standards for health literacy. Most apps were written at a reading level above the national average, lacked accessibility features, and did not represent diverse populations. Laryngoscope, 133:1540-1549, 2023.

LBODP043 Analysis Of Plastic Surgery Websites And Their Recommendations For Diabetics

Abstract Diabetic patients are predisposed to adverse complications after surgery, especially when their A1c is above 8. 0% (1). Despite the heightened risk for post-operative complications such as wound dehiscence and infection (2), no formal recommendations by the American Council of Academic Plastic Surgeons (ACAPS) exist regarding preoperative A1c thresholds. This study reviews the current online recommendations for diabetic patients undergoing plastic surgery and examines the readability and technical metrics presented on these webpages. We hypothesized that these webpages would enforce stricter preoperative A1c levels (&amp;lt; 8%) in comparison to the 8% threshold put forth by Diabetes Care in 2014. An anonymous, depersonalized Google search with the search term "diabetes and plastic surgery" was run. The initial 50 results were analyzed and 11 webpages meeting inclusion criteria extracted. 45.45% (5/11) of the webpages stated specific A1c recommendations, with 4 of the webpages recommending an A1c &amp;lt;7% and one webpage recommending an A1c &amp;lt;6%. A number of the websites recommended that patients consult their primary care physician (PCP) or endocrinologist, 63.6% (7/11). 100% (11/11) of webpages discussed poor wound healing and 45% (5/11) discussed the heightened risk of postoperative infection in diabetic surgical patients. Webpage average readability scores for seven readability measures greatly exceeded the 6th grade reading level recommended for medical information. This study determined that online resources for diabetic patients undergoing plastic surgery utilized stricter than standard preoperative criteria and exceeded recommended readability levels. Standardizing requirements for diabetic patients and improving readability may help patients better understand the preoperative expectation for better surgical outcomes.

Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish

This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills were measured. Results show that first grade inhibition and flexibility are direct predictors of third- grade reading comprehension. When the indirect effect of inhibition and flexibility on reading comprehension was tested through measures of reading fluency and decoding, it was found that neither ORF nor decoding mediates the relationship between the variables. However, it was found that SRF is a variable that mediates the relationship between flexibility and reading comprehension. Results are discussed in the context of the relevance of early measures of inhibition and flexibility to explain reading comprehension and the role of SRF in this relationship.

Critical Success Factors and Performance of NGO Education Projects in Rwanda: A Case of USAID Soma-Umenye, Early Grade Reading Project

The general objective of this study was to establish the influence of critical success factors on the project performance of a non-governmental organization’s education project in Rwanda USAID’s Soma-Umenye project. This study was carried out using qualitative and quantitative methods because combining both methods provided the necessary triangulation. It has been noted that many projects end up failing in most cases. This issue of poor performance of projects is not a new phenomenon. More often than not, this frustrated project proponent like the stakeholders and their beneficiaries. The literature review does not reflect the relationship between key critical success factors and project performance; this research aims to fill this gap because it is critical for project practitioners to understand the degree of relationships between critical success factors and project performance in order to focus on the right factors at the right time to achieve the desired project success. The study used a sample of 96 respondents from the target population of 2,278 USAID Soma-Umenye employees and clients. SPSS was used to analyze the data, which was then presented in the form of tables and other graphic presentations of frequencies, means, deviations, correlations, and regressions. A strong positive relationship between management support and project performance was discovered, with a correlation coefficient of.850**. Second, a positive relationship between project planning and project performance was observed with a correlation coefficient of.540**; however, a negative relationship between trained personnel and project performance was observed with a correlation coefficient of -.389**. Similarly, the study found that effective communication is positively related to project performance, with a correlation coefficient of.294**, and that all findings are statistically significant because the Sig. (2-tailed) p-value obtained was less than 0.01. The study findings concluded that critical success factors such as management support, project planning, trained personnel, and effective communication have a significant impact on project performance, as evidenced by the strong correlation between the two variables. The research recommended that staff should be trained in the technical aspects of the projects they are working on in order to ensure the sustainability of the NGO's project performance. Keywords: Critical success factors, Management support, Project performance, Project planning, Training

Inhibiting Factors in Beginning Reading Ability of Class I Elementary School Students

This study aims waas to describe the inhibiting factors for early reading in grade 1 elementary school students and find the right solution to overcome these students' early reading difficulties. The type of research used was escriptive qualitative with case study method. The subjects in this study were IC class students at SDN Srengseng Sawah 15 Pagi totaling 32 students. Data collection techniques in this study were observation, interviews with (teachers, students and parents of students) and documentation. Data analysis technique was one by data reduction, data presentation and conclusion drawing. The results of this study indicate that the inhibiting factors for early reading in grade I students at SDN 15 Pagi South Jakarta include: 1). Factors of interest in reading students who are still very lacking, (2). Family factors become significant influencing students' reading ability 3). Environmental factors where they come from effect the development of children. Solutions that can overcome the difficulties of early reading are: (1) Teachers provide additional study hours for children to learn to read, (2) Parents must give attention, motivation and encouragement to children, (3) The home environment, the need to limit and monitor children in playing and provide learning facilities at home for children.

The impact of pre-primary education on primary student achievement: evidence from SACMEQ III

ABSTRACT Previous studies have paid considerable attention to the impact on a child’s primary education of attending pre-primary school. Researchers have asserted that early educational intervention can compensate for the effects of poverty and inadequate learning environments on child development and school success. This study analyzes the relationship between pre-primary education and student reading and mathematics achievement in the sixth grade, focusing on disadvantaged children, in countries that participated in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) III project. The results show that the achievement of children who attended pre-primary education is higher than that of those who did not. The achievement of children who have many home resources for learning is better than that of children who have a few such resources. In almost all countries, disadvantaged children’s achievement is increased when they attend pre-primary education. However, the contribution of pre-primary education to ameliorating social inequalities is different in the various contexts of different countries. These findings contribute to the discussion on the importance of early childhood care and education, especially in sub-Saharan Africa.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p &lt; 0.05) and that English test readability has substantial effect on reading comprehension.

Canadian Resources on Cannabis Use and Fertility, Pregnancy, and Lactation: Scoping Review.

Cannabis use among reproductive-aged Canadians is increasing, but our understanding of its impacts on fertility, pregnancy, and breast milk is still evolving. Despite the availability of many web-based resources, informed decision-making and patient counseling are challenging for expectant families and providers alike. We aimed to conduct a scoping review of publicly available web-based Canadian resources to provide information on the effects of cannabis on fertility, pregnancy, and breast milk. Following PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we systematically searched 8 databases between January 1, 2010, and November 30, 2020, and web pages of 71 Canadian obstetrical, government, and public health organizations. We included English resources discussing the effects of cannabis on fertility, pregnancy, breastfeeding, or the exposed fetus and infant. Epidemiological characteristics, readability, and content information were extracted and summarized. A total of 183 resources met our inclusion criteria. Resources included content for public audiences (163/183, 89.1%) and health care providers (HCPs; 31/183, 16.9%). The resources were authored by national-level (46/183, 25.1%), provincial or territorial (65/183, 35.5%), and regional (72/183, 39.3%) organizations. All provinces and territories had at least one resource attributed to them. The majority (125/183, 68.3%) were written at a >10 grade reading level, and a few (7/183, 3.8%) were available in languages other than English or French. The breadth of content on fertility (55/183, 30.1%), pregnancy (173/183, 94.5%), and breast milk or breastfeeding (133/183, 72.7%) varied across resources. Common themes included citing a need for more research into the effects of cannabis on reproductive health and recommending that patients avoid or discontinue cannabis use. Although resources for providers were consistent in recommending patient counseling, resources targeting the public were less likely to encourage seeking advice from HCPs (23/163, 14.1%). Canadian resources consistently identify that there is no known safe amount of cannabis that can be consumed in the context of fertility, pregnancy, and breastfeeding. Areas of improvement include increasing readability and language accessibility and encouraging bidirectional communication between HCPs and patients. RR2-10.1136/bmjopen-2020-045006.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p &lt; 0.05) and that English test readability has substantial effect on reading comprehension.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

A Study of Cognitive and Meta-cognitive English Reading Strategies of Junior Middle School Students

The cultivation of middle school students' English reading ability and the application of reading strategies have become really important research topics. Thus, this paper uses CiteSpace to visually analyze literature on cognitive and meta-cognitive English reading strategies in Web of Science Core Collection, and then answers how students in different reading grades use cognitive and meta-cognitive English reading strategies through data analysis. It is ultimately concluded that students with better grades use more cognitive and meta-cognitive English reading strategies, while those with poorer grades use less. In particular, the differences in the use of meta-cognitive reading strategies are more obvious. Therefore, more relevant studies need to be analyzed some common problems of junior middle school students in English reading, so as to help English teachers understand the differences of students' English reading by combining theory and practice, and achieve the purpose of teaching students in accordance with their aptitude.

Assessment of Online Patient Education Material About Dysphagia.

To examine quality, readability, understandability, and actionability of English-language online educational materials about dysphagia. A Google search of "dysphagia" and related terms was conducted. Web page quality and accountability were measured using HON and URAC certification seals, the DISCERN instrument, and JAMA benchmark criteria. Understandability and actionability were assessed with the Patient Education Materials Assessment Tool for Printed Material (PEMAT-P). Readability was assessed using the Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (F-KGL), Gunning Fog (FOG), and the Simple Measure of Gobbledygook (SMOG) scores using dedicated readability software. Fifty web pages were analyzed. Seventeen web pages displayed a HON or URAC seal. DISCERN scores ranged from 17 to 50 (Mdn = 25.00; IQR = 32.25-21.00). Of the JAMA benchmark criteria, 88% of web pages met the disclosure criterion, while only 22% met the authorship, 20% met the attribution, and 16% met the currency criteria. PEMAT-P understandability and actionability scores were 69.38% ± 11.14% and 28.58% ± 22.19%, respectively. Readability scores, on average, exceeded the recommended grade reading levels for health information (FRE 46.34 ± 13.59, F-KGL 10.26 ± 2.29, FOG 12.11 ± 2.08, and SMOG 12.38 ± 1.70). Online materials about dysphagia can be improved by obtaining quality certificates and by including content that is more readable and easier to understand and act upon.

Reading, Reflecting, and Collaborating: Eighth Grade Readers’ Experiences in a Virtual Book Discussion

In seeking out a means of encouraging eighth-grade readers in their literacy and communication development, a university professor and middle grades educator collaborated in an action research study focused on expanding connection and collaboration amongst and between students. Through a theoretical lens grounded in social constructivism, this action research study describes the experiences of four middle level learners as they engaged in an asynchronous virtual literature discussion with peers and pre-service teachers. Students shared their opinions and experiences of engaging in a weekly asynchronous video-based conversation centered around a teacher-selected middle grades novel. Students revealed the ways in which the asynchronous literature discussions encouraged them as vocal leaders, furthered their sense of community, enhanced their literacy skills and spoke to their individual reader identities. Their shared experiences offer a glimpse into the role of asynchronous virtual collaborations and the perceived impact of such collaborations from the perspective of middle level readers.

Hospital Discharge Instructions: Characteristics, Accessibility, and National Guideline Adherence.

The content of pediatric hospital discharge instructions is highly variable. This study aimed to describe the characteristics, accessibility per patient literacy level and language, and national guideline adherence of pediatric hospital discharge instructions. This retrospective study assessed discharge instructions at a tertiary children's hospital. Patient and instruction characteristics, including patient health literacy level, grade level of instructions, patient language preference, and language of instructions were collected via chart review and electronic medical record query. Standard admission processes assessed health literacy via Brief Health Literacy Screening. The association between demographic and clinical characteristics and adherence to Solutions for Patient Safety guidelines was analyzed by using unadjusted and adjusted analysis methods. Of 240 discharge instructions, 25% were missing at least 1 recommended content area: signs of worsening, where to seek help, or medication reconciliation. A patient health literacy deficit was identified in 15%; the mean grade level of instructions was 10.1. Limited English proficiency was reported among 17% one quarter of whom received language concordant instructions. Use of discharge instruction templates and discharge services were associated with improved guideline adherence (P <.001). Almost one-half of the study population had a complex medical history, which was associated with decreased guideline adherence (P = .04). One-quarter of discharge instructions for this predominantly medically complex population failed to meet national standards. Accessibility was often limited by the reading grade level or discordant language of instructions. Templates may be a valuable tool for improving discharge instruction content, accessibility, and adherence to national guidelines.

Early experiences and school readiness: A within and between exploration of the Opportunity Propensity Model

The Opportunity-Propensity Model (OPM) specifies that antecedents (demographics that predict opportunities and propensities occurring before formal schooling), opportunities (exposure to experiences afforded in the home, community, and school), and propensities (pre-existing skills that help children take advantage of opportunities) work in concert to explain individual differences in achievement. Recent work has also pointed towards transactional relations of academic and domain-general skills (working memory), which shares some overlap with the OPM. However, OPM has not been used to explain these transactions. Additionally, researchers have not used the OPM to predict between- versus within-person differences over time, though this might help provide insights on developmental patterns and educational practice. In this study, we use the Early Childhood Longitudinal Study – 2010-2011 to examine the extent to which the OPM accounts for the transaction between mathematics and working memory. • Using random intercepts cross-lagged panel modeling ( Hamaker et al., 2015 ), we found little evidence of cross-lagged relations between math and working memory in Grades 2-5. • Within-person stability (autoregressive terms) were greater in math than working memory. • Stable individual differences in math and working memory were strongly correlated ( r =.70). • We found that socioeconomic status (SES) directly predicts stable, individual differences in math and working memory from Grades 2-5. • SES also indirectly predicts stable individual differences in math (but not working memory) in Grades 2-5 through reading in Grade 1.

Literacy Program to Increase Reading interest in Third-Grade Elementary School Students

The aim of this study was to determine the role of literacy in increasing reading interest in 3rd grade elementary school students. The research method used in this research is qualitative research. The informants of this study were the principal, the homeroom teacher, and 3rd grade elementary school students. Data collection techniques through observation, interviews, and documentation The collected data is then processed through the phases of data reduction, data presentation, and data verification. The results showed that the literacy program was good at increasing reading interest in 3rd grade elementary school students. The role of literacy is very important in increasing students' interest in reading in Grade III. The literacy program is phased, with an emphasis on the habituation phase (15-minute reading), the development phase (answers to enriching books), and the learning phase (linking literacy in all subjects). From this, it can be concluded that the better the implementation of the school literacy movement supports the increase in the students' interest in reading. Therefore, the implementation of literacy in primary schools needs to be improved, not only for reading skills but also for other literacy.

Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation.

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction (ISI) intervention from kindergarten through third grade. In seven randomized controlled trials, A2i and ISI have demonstrated efficacy. However, the research version of A2i was not scalable. In order to bring A2i to scale in schools serving linguistically diverse students, we carried out the current study across two phases. This study represents both an exploration of what it takes to bring an educational intervention to scale (Phase 1) and a quasi-experiment on the literacy outcomes of learners whose teachers used the technology (Phase 2). We integrated assessments of vocabulary, word decoding, and reading comprehension; revised the A2i algorithms to account for the constellation of skills English learners (ELs) bring to the classroom; updated the user interfaces and added new graphic features; and improved bandwidth and stability of the technology. Findings were mixed, including several non-significant results, a marginally significant intent-to-treat effect on word reading in kindergarten and first grade for English monolingual students and ELs, and one significant interaction effect, which suggested ELs and students with less developed reading skills in second and third grade benefitted most from the intervention. With some caution, we conclude that A2i demonstrates potential to be used at scale and promise of effectiveness for improving code-focused skills for diverse learners.

Assessing the Accuracy, Quality, and Readability of Online Patient Resources on Achilles Tendonitis

Category: Other; Hindfoot Introduction/Purpose: The internet is full of websites focused on different medical topics. With such a large accumulation of information, patients should be able to rely upon the internet as a reliable source for information on common medical conditions such as Achilles tendonitis. However, the question remains as to the accuracy, quality and readability of such online patient resources. Consumers themselves commonly evaluate online medical sites by trustworthiness, expertise, and objectivity. The purpose of this study was to investigate the top search-engine-generated online resources for Achilles tendonitis for their content and accuracy. Methods: The term 'Achilles tendonitis' was searched using the three most population search engines. The first 50 sites from each search were recorded. Duplicate sites were eliminated. Sites were categorized based on authorship type. Each website was independently evaluated by two reviewers. Quality was evaluated utilizing the DISCERN score and the Journal of the American Medical Association (JAMA) benchmark criteria. Accuracy was evaluated using a novel Achilles tendinosis-specific content rubric developed with a foot and ankle fellowship-trained orthopaedic surgeon and the AAOS OrthoInfo webpage, similar to previous studies. Readability was evaluated using the Flesch Kincaid grade level (FKGL) and Flesch Reading Ease (FRE) formulas. Higher FRE scores indicate better readability. FKGL was also compared against an 8th grade level, which represents the average US reading level. Results: The search resulted in 77 unique websites with 60 sites included for analysis. The average DISCERN score in our investigation is 42.1 which places it in the 'fair' category. Commercial websites were found to have higher DISCERN scores as compared to websites created by physicians or medical groups as well as academic websites. Our study found an average JAMA quality benchmark score of 2.2 out of 4. Our study found that on average, online patient resources on Achilles tendinosis was written at a 9th grade reading level with a FKGL score of 9.8. Academic websites were found to be written at a significantly lower reading level of 8.8. The average FRE score was 53.28 which translates to the 'fairly difficult' category. Utilizing our own content scoring system to assess the accuracy of online resources, the websites had an average accuracy of 11.5 points out of 20 possible points. Conclusion: The average online patient resource on Achilles tendinosis is too complex for the average patient, inaccurate, and is of low quality. This study found that the average website had low quality as measured by the DISCERN and JAMA benchmark scores. The average accuracy was also low as measured by our novel content specific score. The websites were also difficult to read as measured by the FRE and FKGL scores. More emphasis on improving the readability, quality, and accuracy of online patient resources on Achilles tendinosis should be undertaken in order to improve patient healthcare.