Mean Reading Research Articles

Visual and keratometric outcomes of keratoconus patients after sequential corneal crosslinking and topography-guided surface ablation: Early United States experience

To evaluate a sequential treatment algorithm for visual and keratometric improvement in keratoconus patients after corneal crosslinking (CXL) followed by topography-guided photorefractive keratectomy (PRK). Ophthalmic Consultants of Long Island, Garden City, New York, USA. Retrospective case series. This study reviewed patients with keratoconus who had CXL followed by custom topography-guided PRK between April 2016 and December 2016. The following data were collected at baseline, the time of CXL, and 3months and 6months after PRK: uncorrected (UDVA) and corrected (CDVA) distance visual acuities, keratometric astigmatism, spherical equivalent, maximum and mean keratometry readings, and corneal thickness at the cone apex. Demographic data, age at time of CXL and PRK, and time elapsed between CXL and PRK were analyzed for significance and a correlation with visual and astigmatic outcomes. The study comprised 56 patients (62 eyes), 34 who had both topographic and refractive treatment and 28 patients who had treatment of topographic irregularities only. The mean age was 38.08years±13.07 (SD) at CXL and 40.33±13.44years at topography-guided PRK. Six months after PRK, there was a significant improvement in UDVA and CDVA in the refractive group (20/60 and 20/30, respectively) versus the nonrefractive group (20/100 and 20/40, respectively). Ninety-three percent of eyes that had refractive treatment had 20/40 or better CDVA. There were no significant adverse events in any case. The data support the use of refractive treatment in addition to topographic treatment for visual improvement in patients with keratoconus having CXL and PRK.

What's the story? An analysis of children's books about atopic dermatitis.

Atopic dermatitis is an inflammatory skin condition with significant disease burden. Bibliotherapy, the use of storybooks to understand an illness, has been proven effective in several pediatric disorders but has not been studied in dermatologic disease. The purpose of this study was to assess the availability of storybooks about atopic dermatitis and analyze them based on adherence to American Academy of Dermatology guidelines for the treatment of atopic dermatitis, readability, author qualifications, cost, and availability. Selection criteria included that the books were primarily about atopic dermatitis, were illustrated, cost less than $25, and were written in English. Storybooks were identified using an Internet search of the Google, Amazon, and Barnes & Noble websites. Flesch-Kincaid Grade Level was used to calculate reading level. Twenty-three storybooks were identified. The mean cost of the storybooks was $8.2±7.0. Authors included mothers, professional authors, and medical professionals. Mean reading grade level was 4.1±1.5. Of American Academy of Dermatology-recommended treatments, most storybooks mentioned moisturizers or bathing. Fewer than half discussed moisturizing after bathing, topical corticosteroids, wet wrap therapy, oral antihistamines, antimicrobials, systemic agents, or phototherapy. None mentioned topical calcineurin inhibitors or bleach baths. Storybooks about atopic dermatitis are available. Of those reviewed, none covered all the American Academy of Dermatology treatment guidelines. Studies have shown that bibliotherapy can be useful for education and behavioral modification for pediatric diseases, and future studies are needed to examine whether comprehensive, accurate storybooks about atopic dermatitis improve clinical outcomes or improve the quality of life of individuals with atopic dermatitis and their caregivers.

IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren)

The aim of this study is to know whether students’ reading comprehension of narrative text could be improved by applying Project Based Learning in the second year of MTs Jamiyyah Islamiyyah Pondok Aren academic year 2015/2016. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ reading comprehension. It is initiated through the interview the teacher and through the observation in the VIII grade class VIII.5 at MTs Jamiyyah Islamiyyah Pondok Aren; considered as the class whose reading test score are very low. The amount of students in that class is 36. In this Classroom Action Research, the writer implements the Kurt Lewin’s design which consists of four phases. Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 20.28% improvement of students’ mean reading score after using Project Based Learning; it gained from the pretest result, there were two students who passed the KKM. Then in the result of posttest in cycle 1, there were 11 or 31% students in the class who passed the KKM considering their mean score of the test is 62.78. Next in the result of posttest in the cycle 2, there were 30 or 83% students who passed the KKM in which their mean score of reading test derived 73.19. (2) Related to the observation result showed that the students were more active and interested in reading activity in the classroom. Indeed, they were able to analyze the text and to get information from the text well. (3) Related to the interview result, it could be known that the students’ reading comprehension in term of narrative text has improved and also assisted the teacher in finding the appropriate strategy in teaching reading especially narrative text.

A Hydrogel Meniscal Replacement: Knee Joint Pressure and Distribution in an Ovine Model Compared to Native Tissue.

Pressure distribution of the native ovine knee meniscus was compared to a medial meniscectomy and three treatment conditions including a suture reattachment of the native tissue, an allograft, and a novel thermoplastic elastomer hydrogel (TPE) construct. The objective of this study was to assess the efficacy of a novel TPE hydrogel construct at restoring joint pressure and distribution. Limbs were loaded in uniaxial compression at 45°, 60°, and 75° flexion and from 0 to 181kg. The medial meniscectomy decreased contact area by approximately 50% and doubled the mean and maximum pressure reading for the medial hemijoint. No treatment condition tested within this study was able to fully restore medial joint contact area and pressures to the native condition. A decrease in lateral contact area and increase in pressures with the meniscectomy was also seen; and to some degree, all reattachment and replacement conditions including the novel TPE hydrogel replacement helped to restore lateral pressures. Although the TPE construct did not perform as well as hoped in the medial compartment, it performed as well as, if not better, than the other reattachment and replacement options in the lateral. Further work is necessary to determine the best anchoring and attachment methods.

An Exploratory Study on Students’ Reading Interest Development through Independent Reading-Retelling Activity

Reading interest, in addition to reading skills, is crucial for students if they want to be successful readers. The condition of low reading interest among students has been a major issue that needs a creative follow-up from scholars, teachers and practitioners. This study aims to explore the development of students’ reading interest in relation to their participation in independent reading-retelling activity as part of independent learning activity in a particular course they took. Seventy-five students from Faculty and Teacher Training Education of Universitas Lambung Mangkurat, Indonesia, were involved as the participants in this study. The students took part in independent reading-retelling activity which requires them to read novels and short stories and retell it to as well as do sharing session to discuss the stories with their partners. This activity was done out of course schedule and complemented with a journal entry to track the students’ progress. Without the purpose of assessing the students, the activity was intended to give students meaningful reading experience and to grow their reading interest. The encouragement of the lecturer was regularly given to the students to keep up their reading and retelling. A questionnaire was used to collect data on their reading interest and their perception on the influence they feel from the activity. This study showed that the students’ reading interest was at medium level with several positive reading behaviors. From the students’ perception, the activity has given them positive influence on their vocabulary growth, reading comprehension, self-quality development, and reading interest.

PRIMARY ALDOSTERONISM IN YOUNG PATIENT WITH RECURRENT RESISTANT HYPERTENSION AFTER SOLITARY ADRENAL ADENOMA SURGICAL RESECTION

Objective: the diagnostic workup of resistant hypertension in young patients the therapeutic approach of patients with primary aldosteronism due to adrenal adenoma and contra-lateral adrenal hyperplasia the diagnostic workup and reevaluation of aldosteronism recurrence after initial surgical treatment the correlation between recurrent resistant hypertension and primary aldosteronism recurrence. Design and method: A 34-year-old male was referred to our specialized department for second-degree arterial hypertension (mean readings 170/110 mmHg). The physical examination was normal, except his 31 kg/m2 Body Mass Index. The ECG and cardiac ultrasound had normal findings. Basic laboratory studies were in physiological range. Secondary hypertension diagnostic workup was decided and initial treatment with two neutral antihypertensive agents. Specific hormonal profile revealed a plasma aldosterone(PA) level of 237.9 pg/ml and a plasma renin activity(PRA) of 0,23ng/ml/h, resulting in a pathological plasma aldosterone/plasma renin activity(PA/PRA) ratio. The saline suppression test revealed a plasma renin activity of 0.02 ng/ml/h and a high plasma aldosterone level of 20,29 pg/ml. The serum levels of dehydroepiandrosterone sulfate, adrenocorticotropin, and cortisol were normal. The suprarenal magnetic resonance imaging illustrated a 46,3 × 31 mm left adrenal adenoma and contralateral adrenal hyperplasia. A surgical intervention was performed with adrenal adenoma enucleation.Results: Postoperatively, the patient remained normotensive for about 14 months. He presented thereafter with a recurrence of resistant hypertension. New basic and hormonal laboratory studies revealed plasma renin activity levels of 0,4 ng/ml/h and plasma aldosterone levels of 381 pg/ml. After saline suppression test, plasma aldosterone levels remained high (163pg/ml). The magnetic resonance imaging illustrated a small left adrenal adenoma of 11 mm and constant right adrenal hyperplasia. The patient was initially treated with 200 mg eplerenone/ day with subsequently dose adjustment to 100 mg/day resulting in mean blood pressure readings of 135/90mmHg and no concurrent hyperkalemia. Conclusions: Primary hyperaldosteronism remains a challenging diagnosis. Unilateral adrenal hyperplasia is statistically rare, as well as the coexistence of contralateral big size adrenal adenoma. In young patients presenting with adrenal adenomas (especially big sized) and concurrent pathological hormonal profile, the surgical treatment is probably required, without however excluding new hormonal control for secondary hypertension in case of hypertension recurrence.

IMPROVING STUDENTS’ READING COMPREHENSION BY USING MAKE A MATCH TECHNIQUE AT THE EIGHT GRADE STUDENTS’ OF MTs AL FATTAH BANYUURIP UJUNGPANGKAH GRESIK

Reading is a cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). The objective of this study is to know the application of Make a Match Techniqueto improve the students’ reading comprehension at the Eight grade students of MTs Al Fattah Banyuurip Ujungpangkah Gresik and to know whether Make a Match Technique is able to improve the students’ reading comprehension in descriptive text. The study was conducted at MTs Al Fattah Banyuurip Ujungpangkah Gresik. The subject of this study was 23 student. This study used Classroom Action Research (CAR) design. The research used pre-test, post-test and observation checklist.To know the students’ improvement in reading comprehension, the researcher uses instruments are test and observation checklist. From the result observation checklist it shows that teaching learning by using Make a Match technique can improve succesfully the students’ reading comprehension. The average of preliminary test is 56.82, the result of test cycle I is 73.21 and theb result of cycle II is 78.34.

IMPROVING STUDENTS’ READING COMPREHENSION BY USING MAKE A MATCH TECHNIQUE AT THE EIGHT GRADE STUDENTS’ OF MTs AL FATTAH BANYUURIP UJUNGPANGKAH GRESIK

Reading is a cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). The objective of this study is to know the application of Make a Match Techniqueto improve the students’ reading comprehension at the Eight grade students of MTs Al Fattah Banyuurip Ujungpangkah Gresik and to know whether Make a Match Technique is able to improve the students’ reading comprehension in descriptive text. The study was conducted at MTs Al Fattah Banyuurip Ujungpangkah Gresik. The subject of this study was 23 student. This study used Classroom Action Research (CAR) design. The research used pre-test, post-test and observation checklist.To know the students’ improvement in reading comprehension, the researcher uses instruments are test and observation checklist. From the result observation checklist it shows that teaching learning by using Make a Match technique can improve succesfully the students’ reading comprehension. The average of preliminary test is 56.82, the result of test cycle I is 73.21 and theb result of cycle II is 78.34.

Multicenter prospective evaluation of the express view reading mode for small-bowel capsule endoscopy studies.

Background Reducing the reading time of capsule endoscopy films is of high priority for gastroenterologists. We report a prospective multicenter evaluation of an “express view” reading mode (Intromedic capsule system). Methods Eighty-three patients with obscure gastrointestinal bleeding were prospectively included in 10 centers. All patients underwent small-bowel capsule endoscopy (Intromedic, Seoul, Republic of Korea). Films were read in standard mode, then a second reading was performed in express view mode at a second center. For each lesion, the precise location, nature, and relevance were collected. A consensus reading and review were done by three experts, and considered to be the gold standard. Results The mean reading time of capsule films was 39.7 minutes (11 – 180 minutes) and 19.7 minutes (4 – 40 minutes) by standard and express view mode, respectively ( P < 1 × 10 – 4 ). The consensus review identified a significant lesion in 44/83 patients (53.0 %). Standard reading and express view reading had a 93.3 % and 82.2 % sensitivity, respectively (NS). Consensus review identified 70 significant images from which standard reading and express view reading detected 58 (82.9 %) and 55 (78.6 %), respectively. The informatics algorithm detected 66/70 images (94.3 %) thus missing four small-bowel angiodysplasia. Conclusion The express view algorithm allows an important shortening of Intromedic capsule film reading time with a high sensitivity.

Reliability and Construct Validity of the NEI VFQ-25 in a Subset of Patients With Geographic Atrophy From the Phase 2 Mahalo Study

Geographic atrophy (GA) is an advanced form of age-related macular degeneration characterized by progressive, irreversible visual function loss. This analysis evaluates the psychometric properties of the 25-Item National Eye Institute Visual Function Questionnaire (NEI VFQ-25) composite, near activity, and distance activity scores in patients with GA. Reliability and validity study. Reliability and validity were tested with NEI VFQ-25 data collected from 100 subjects with GA from United States' sites of the phase 2 Mahalo study of lampalizumab (ClinicalTrials.gov identifier: NCT01229215). Strong internal consistency and reproducibility were demonstrated for the NEI VFQ-25 composite (Cronbach's α, 0.95; intraclass correlation coefficient [ICC], 0.86), near activity (Cronbach's α, 0.84; ICC, 0.80), and distance activity (Cronbach's α, 0.84; ICC, 0.84) scores. Convergent validity with the binocular measures, Minnesota Low-Vision Reading Test (MNRead) reading speed and Functional Reading Independence (FRI) index score, was demonstrated for baseline NEI VFQ-25 composite (Pearson correlation [r]= 0.61 and 0.69, respectively), near activities (r=0.69 and 0.73), and distance activities (r= 0.57 and 0.64) scores. Known-group validity testing for baseline mean NEI VFQ-25 scores (composite, near activities, and distance activities) showed differences between patients with mean maximum MNRead reading speed ≥ 80 vs < 80 words per minute, and between mean FRI index score ≥ 2.5 vs < 2.5 (all P < .0001). Psychometric evidence supports the NEI VFQ-25 as a reliable and valid cross-sectional measure of the impact of GA on patient visual function and vision-related quality of life.

Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

The current study investigated the effect of text variables including length, readability, propositional content, and type of information on the reading comprehension of people with aphasia. The performance of 75 people with aphasia was compared with 87 healthy, age-matched control participants. Reading comprehension was considered in terms of both accuracy in responding to questions tapping comprehension and reading time. Participants with aphasia (PWA) were divided into 2 groups (no reading impairment [PWA:NRI] and reading impairment [PWA:RI]) depending on whether their performance fell within the 5th percentile of control participants. As groups, both PWA:NRI and PWA:RI differed significantly from control participants in terms of reading time and comprehension accuracy. PWA:NRI and PWA:RI differed from each other in terms of accuracy but not reading time. There was no significant effect of readability or propositional density on comprehension accuracy or reading time for any of the groups. There was a significant effect of length on reading time but not on comprehension accuracy. All groups found main ideas easier than details, stated information easier than inferred, and had particular difficulty with questions that required integration of information across paragraphs (gist). Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

Readability of Sports Injury and Prevention Patient Education Materials From the American Academy of Orthopaedic Surgeons Website.

Introduction:The purpose of this study is to evaluate the readability of 114 Sports Injury and Prevention patient education materials provided by the American Academy of Orthopaedic Surgeons (AAOS).Methods:We evaluated all articles written in English posted under the Sports Injury and Prevention section of the AAOS website using readability software to compute six readability scores, which we compared with the eighth-grade level using a two-tailed one-sample Student t-test.Results:The mean reading grade level calculated by each readability test was markedly higher than the eighth-grade level. We reported mean ± SD for each test: Flesch-Kincaid grade level (8.95 ± 1.51; P < 0.001), Simple Measure of Gobbledygook (11.53 ± 1.18; P < 0.001), Coleman-Liau index (11.16 ± 1.33; P < 0.001), Gunning Fog index (11.06 ± 1.63; P < 0.001), New Dale-Chall (9.49 ± 1.66; P < 0.001), and FORCAST formulas (10.96 ± 0.60; P < 0.001).Discussion:This study shows that patient education materials provided by the AAOS concerning sports injury and prevention are written at a readability level too high for patients to understand. On average, patient materials are written at least 2.5 grade levels higher than national recommendations. Only 7% of the 114 articles had readability scores in line with national recommendations. These findings indicate a need for revised patient education materials geared toward bringing the readability level down to the recommended eighth-grade level.

Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families

ABSTRACTThe appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.

The Sense of a Better Ending: Legal Pluralism and Performative Jurisprudence inAtanarjuat the Fast Runner

This article argues that Igloolik Isuma’s first feature length film, Atanarjuat the Fast Runner, performs a meaningful reading of traditional Inuit legal systems, and puts time-honoured notions of customary law and Inuit social governance into practice. The process of conflict resolution is carefully depicted in the film, which is attentive to the processes of jurisprudence and to a range of possible outcomes. The movement toward a communal justice is shown in an elaborate, carefully detailed, step-by-step process (that still remains unobtrusive, and can be “missed” by some viewers). The film is formal and deliberate, and proceeds at a pace that enables the clear articulation of a specifically Inuit legal culture; it shows Inuit legal practitioners operating in ways that reveal Inuit legal principles in action. In restaging and recontextualizing a well-known narrative from Inuit oral tradition, Atanarjuat makes these local traditions of jurisprudence visible and accessible by relating them in modern form. The film does not leave these traditions and performative systems intact and in the past, however, but updates them for a contemporary audience and in dialogical relation to broader systems of contemporary justice in Canada. In this way Atanarjuat demonstrates Inuit legal systems, in practice, as being flexible, adaptable, and capable of being updated; it shows them struggling to maintain order and continuity in the face of violence and dispossession. This article suggests that Atanarjuat the Fast Runner effectively models performative jurisprudence and the interpretive nature of dialogical governance, and provides one situated, appropriate, culturally sensitive resource and model for contemporary conflict resolution and community governance in Inuit communities today.

Close Sentence Reading to Foster Decoding and Comprehension

AbstractDecoding, building fluency, and exploring word and sentence meanings are important elements of literacy instruction in elementary classrooms. Shared literacy experiences provide opportunities for teachers to engage students in meaningful reading experiences. This article describes a quick four‐step process for conducting close sentence reading, a shared literacy experience focused on decoding and comprehending short excerpts of challenging text. Classroom examples and a sample excerpt and chart are included.

Reading for meaning: The foundational knowledge every teacher of science should have

ABSTRACTReading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

Simultaneous intratunnel cross-linking with intrastromal corneal ring segment implantation versus simultaneous epithelium-off cross-linking with intrastromal corneal ring segment implantation for keratoconus management.

PurposeThe purpose of this study is to compare the efficacy of intratunnel cross-linking combined with intrastromal corneal ring segment (ICRS) implantation versus combined epithelium-off (epi-off) cross-linking and ICRS implantation for the management of keratoconus.MethodsOur study included 20 eyes of 12 patients with moderate-to-severe keratoconus. Group A included 10 eyes that underwent simultaneous ICRS implantation with intratunnel cross-linking. Group B included 10 eyes that underwent simultaneous ICRS implantation with epi-off cross-linking. Uncorrected distance visual acuity (UDVA), corrected distance visual acuity (CDVA), manifest sphere and cylinder, mean and maximum keratometric readings, corneal thickness at pachy apex and thinnest location, as well as corneal hysteresis (CH) and corneal resistance factor (CRF) were compared preoperatively and at 6 months postoperatively.ResultsThe mean UDVA and CDVA improved significantly in both groups with a statistically nonsignificant difference between the groups (P=0.798 and 0.126, respectively). The manifest cylinder decreased significantly in both groups, while the manifest sphere decreased significantly in Group A but nonsignificantly in Group B with a statistically nonsignificant difference between the groups (P=0.773 and 0.111, respectively). Both techniques led to significant flattening of the cornea and a significant decrease of Km and Kmax with a statistically nonsignificant difference between the groups (P=0.312 and 0.857, respectively). There was a statistically significant decrease in CH in both groups postoperatively; however, there was a statistically nonsignificant increase in CRF after both techniques with a statistically nonsignificant difference between the groups in the mean change of CH and CRF (P=0.633 and 0.313, respectively). No intraoperative or postoperative complications were observed in both groups.ConclusionBoth techniques improved the visual and refractive outcomes in cases of moderate and severe keratoconus with no statistically significant difference between the groups; however, simultaneous intratunnel cross-linking and ICRS implantation showed early visual rehabilitation due to the absence of epithelial defect.

An Exploratory Study on Studentss Reading Interest Development Through Independent Reading-Retelling Activity

Reading interest, in addition to reading skills, is crucial for students if they want to be successful readers. The condition of low reading interest among students has been a major issue that needs a creative follow-up from scholars, teachers and practitioners. This study aims to explore the development of students’ reading interest in relation to their participation in independent reading-retelling activity as part of independent learning activity in a particular course they took. Seventy-five students from Faculty and Teacher Training Education of Universitas Lambung Mangkurat, Indonesia, were involved as the participants in this study. The students took part in independent reading-retelling activity which requires them to read novels and short stories and retell it to as well as do sharing session to discuss the stories with their partners. This activity was done out of course schedule and complemented with a journal entry to track the students’ progress. Without the purpose of assessing the students, the activity was intended to give students meaningful reading experience and to grow their reading interest. The encouragement of the lecturer was regularly given to the students to keep up their reading and retelling. A questionnaire was used to collect data on their reading interest and their perception on the influence they feel from the activity. This study showed that the students’ reading interest was at medium level with several positive reading behaviors. From the students’ perception, the activity has given them positive influence on their vocabulary growth, reading comprehension, self-quality development, and reading interest.

Computerized versus hand-scored health literacy tools: a comparison of Simple Measure of Gobbledygook (SMOG) and Flesch-Kincaid in printed patient education materials.

ObjectiveThe research compared and contrasted hand-scoring and computerized methods of evaluating the grade level of patient education materials that are distributed at an academic medical center in east Tennessee and sought to determine if these materials adhered to the American Medical Association’s (AMA’s) recommended reading level of sixth grade.MethodsLibrarians at an academic medical center located in the heart of Appalachian Tennessee initiated the assessment of 150 of the most used printed patient education materials. Based on the Flesch-Kincaid (F-K) scoring rubric, 2 of the 150 documents were excluded from statistical comparisons due to the absence of text (images only). Researchers assessed the remaining 148 documents using the hand-scored Simple Measure of Gobbledygook (SMOG) method and the computerized F-K grade level method. For SMOG, 3 independent reviewers hand-scored each of the 150 documents. For F-K, documents were analyzed using Microsoft Word. Reading grade levels scores were entered into a database for statistical analysis. Inter-rater reliability was calculated using intra-class correlation coefficients (ICC). Paired t-tests were used to compare readability means.ResultsAcceptable inter-rater reliability was found for SMOG (ICC=0.95). For the 148 documents assessed, SMOG produced a significantly higher mean reading grade level (M=9.6, SD=1.3) than F-K (M=6.5, SD=1.3; p<0.001). Additionally, when using the SMOG method of assessment, 147 of the 148 documents (99.3%) scored above the AMA’s recommended reading level of sixth grade.ConclusionsComputerized health literacy assessment tools, used by many national patient education material providers, might not be representative of the actual reading grade levels of patient education materials. This is problematic in regions like Appalachia because materials may not be comprehensible to the area’s low-literacy patients. Medical librarians have the potential to advance their role in patient education to better serve their patient populations.

Reading Pinyin activates character orthography for highly experienced learners of Chinese

Does reading Pinyin, a Roman alphabet transcription of Chinese, cause the implicit activation of the corresponding Chinese character? To address this question, we carried out two experiments with adult Chinese learners, measuring interference in character reading in a modified Stroop task. Participants first made a meaning judgment on a Pinyin word, and then judged the printed color of a character that was either visually related or unrelated to the character that corresponded to the Pinyin word. A character orthographic interference effect was observed for advanced Chinese learners but not intermediate Chinese learners. The proficiency-dependent emergence of this interference effect suggests its dependence on Chinese character reading experience. For models of Chinese reading, the results demonstrate the role of the character as a gateway to meaning that, through reading experience, comes to be routinely involved in reading for meaning, whether the input is a character or an alphabetic spelling.