Oral Literacy Research Articles

The transcultural adaptation and validation of the Chinese version of the Oral Health Literacy Scale for Diabetic Patients

BackgroundDiabetic patients’ oral health concerns are a reality for every diabetic patient in China. The attitudes of diabetic patients toward early identification of oral literacy influence oral literacy in diabetes patients. Diabetes patients' oral health literacy is critical for providing focused education and therapies. However, no instrument exists to measure oral health literacy in Chinese diabetic patients. In this study, the English version of the oral health literacy among people living with diabetes (OHLD) scale was cross-culturally validated to provide a reliable tool for assessing the oral health literacy of diabetic patients in China.ObjectiveThe oral literacy among people living with diabetes (OHLD) scale was Chineseized and its reliability and validity tested, and the OHLD scale was revised to test the reliability and validity of the Chinese version of the OHLD scale and to provide a tool for assessing the oral health literacy of diabetic patients in China.MethodsA modified version of the Brislin translation model was used, cross-cultural adaptation was performed through expert consultation and pre-survey, and expert opinion was used to assess content validity to form the Chinese version of the Oral Health Literacy Scale for Diabetic Patients, which was administered to 420 diabetic patients in two tertiary hospitals in Liaoning Province from March to August 2023. The reliability of the scale was tested. SPSS 25.0 and AMOS 23.0 were used to analyze the data.ResultsThe Chinese version of the OHLD scale consisted of three dimensions and 10 entries. Structure of the validity analysis: three factors were extracted from the exploratory factors with a cumulative variance contribution of 79.794%; Content validity results:An item’s content validity index (I-CVI) was 0.857 to 1 at the entry level, and the content validity index of the scale (S-CVI) was 0.928 at the scale level. The results of the reliability analyses were: the Cronbach's alpha coefficient for the total scale was 0.908; the Cronbach's alpha coefficients for the factors and dimensions were 0.853 to 0.922; the split-half reliability was 0.827; and the test–retest reliability was 0.848. The results of the validation factor analysis showed that (χ2/df) was 1.430, the root mean square of the error of approximation (RMSEA) was 0.045, the comparative fit index (CFI) was 0.989, and the Tucker Lewis index (TLI) was 0.985, which showed that the model had an overall good fit.ConclusionThe Chinese version of the OHLD scale has good reliability and validity and can be used as a valid tool for assessing diabetes mellitus patients in China.

Association between periodontal health status and quality of life: a cross-sectional study

IntroductionAttachment loss due to periodontal diseases is associated with functional limitations as well as physical pain and psychological discomfort, which may lead to a reduced quality of life. The purpose of this study is to determine if the oral health status, specifically the periodontal status, influences oral health–related quality of life.Materials and methodsSurvey data were collected in a US dental school clinical setting in a cross-sectional study. Quality of life related to oral health was assessed with the Oral Health Impact Profile-49 (OHIP-49). In addition, DMFT index, periodontal status, and health literacy scores (dental and medical health literacy) were recorded, and the data of n = 97 subjects were statistically analyzed.ResultsThe DMFT index of the study population was 14.98 ± 6.21 (D: 4.72 ± 4.77; M: 3.19 ± 3.46; F: 7.12 ± 4.62). Of the subjects, 44% were identified as periodontitis cases. These periodontitis cases demonstrated significantly higher OHIP-49 scores (66.93 ± 30.72) than subjects without signs of periodontal diseases (NP) (32.40 ± 19.27, p < 0.05). There was also a significant difference between NP patients and patients with gingivitis (66.24 ± 46.12, p < 0.05). It was found that there was a statistically significant difference between Stage 3 (severe) periodontitis and periodontal health (p = 0.003). Pearson correlations were completed, and positive relationships were found with OHIP-49 and DMFT (0.206, p < 0.05), and periodontal risk self-assessment (0.237, p < 0.05). Age [odds ratio (OR) 4.46], smoking (OR 2.67), and the presence of mobile teeth (OR 2.96) are associated with periodontitis.ConclusionsPeriodontal diseases may negatively impact the oral health–related quality of life. Patients suffering from periodontitis also showed more missing teeth, which might influence function. Age and smoking are associated with a higher prevalence of periodontitis. A good general health literacy was no guarantee for having an adequate oral literacy.

Do sociodemographic factors influence the levels of health and oral literacy? A cross-sectional study

BackgroundOral health literacy has gained importance in dental literature, and its relationship with oral health status and association with health status (HL) has been reported. Then, an association between the levels of HL and OHL could be expected. This study aimed to assess the levels of HL and OHL according to sociodemographic factors and to explore a possible association between HL and OHL.MethodsThe European Health Literacy Survey and Oral Health Literacy Adults Questionnaire were applied to a convenience sample from Portuguese individuals. Also, sociodemographic factors such as sex, age, schooling level of the participants and their parents, and if the participants were professionals or students of the health field were assessed. To analyze the data, the Kruskal–Wallis and Mann–Whitney U tests were used to compared sociodemographic variables and the levels of literacy in general and oral health. The Spearman correlation test assessed the correlation between the levels of HL and OHL.ResultsHL results showed that 45.1% of the volunteers were considered in a “problematic level” and 10.3% in “excellent level”. However, 75% presented an adequate level of OHL. Regarding the levels of HL in each sociodemographic variable, significant higher levels of “excellent level” were found in health professionals and students when compared with participants not related to health area (p < 0.001). Comparisons between the levels of OHL in each sociodemographic variable showed, significant differences regarding sex (p < 0.05), age (p < 0.001), levels of schooling of the participants and their parents (p < 0.009 and p < 0.001) and relationship with health field. (p < 0.001). A significant positive – weak correlation was found between HL and OHL (p < 0.001).ConclusionsHL and OHL levels are associated and could be influenced by sociodemographic factors.

Health Literacy in People Living with Human Immunodeficiency Virus Infection: A Narrative Review

Overall literacy talents comprise an individual’s capacity to read, write and recognise written information (print literacy), articulate and interpret oral language (oral literacy) and interpret and apply for numbers in everyday activities (numeracy). Health literacy, a subset of overall literacy talents, is relatively correlated with it and has been described as the extent to which people can gain, approach, and understand introductory medical information and services required to take health decisions. Concerning HIV, people with low health literacy have less information on the illness and their medical care needs. Moreover, they show poor drug compliance, potentially leading to treatment failure and lack of achievement of the target viral load reduction. The shortfall of non-conceptual models of health literacy is an issue in the utilization of general proficiency instruments. HIV disease-specific health literacy instruments would be more useful and likely to provide more meaningful results rather than those obtained through the use of general instruments. Further exploration of HIV health literacy is demanded. Prospective studies should involve different geographical areas with different socioeconomic characteristics, societal structures and regional healthcare settings. This narrative review has limitations. The vast majority of the HIV research referenced in this study was conducted among the western and African populations with HIV. The studies generally excluded individuals over 50 years of age, restricting the applicability of the study findings.

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Literacy pedagogy that integrates oracy, poetry and embodiment can foster children’s language development in multiple ways: (1) oracy is foundational to children’s emergent literacy as writing extends from oral language, (2) poetry uses rhythm and rhyme to support letter-recognition and the learning of phonemes and morphemes, (3) embodiment and roleplay provide semiotic support and opportunities for expressive and receptive communication. This article shares findings from a phenomenological case study investigating how literacy pedagogy that integrated oracy, poetry and embodiment impacted three additional language students aged 6. A series of weekly literacy classes in a school in Sydney’s multicultural western region were observed and recorded on video. This instrument was able to capture ‘micro-moments’ of learning between peers, depicting how physicalisation and the use of rhythm and rhyme effectively engaged students whose first language was not used in the classroom. Using a hermeneutic phenomenological approach to data analysis, case study findings revealed that embodied explorations of poetry immersed participants socially and imaginatively whilst pushing them beyond their additional language comfort zone. The pedagogy was also shown to increase comprehension and support the acquisition of new vocabulary.

Ending Literacy Poverty: The Role of Early Childhood Educators and Caregivers in Developing Oral Language

Oral literacy development is the basis for other language skills, lifelong learning, and acquisition of indigenous knowledge. The oral literacy skills of language lay a solid foundation for other skills. This paper aims at exploring the teacher role of oral literacy facilitation in the early grades. The paper is a qualitative type. Thematic explanatory and descriptive approach were used. Population for the study was all primary schools in a deprived district of Volta Region in Ghana. Fifty early grade classrooms were purposively selected in four circuits in the district for data collection. Observation, interview, and focus group discussion were the data collection instruments. It was found that teacher talk time in lesson delivery is high as compared to learner talk time. Low usage of Teaching and Learning Resources (TLRs) in lessons was evident. Inadequate professional capacity of the use of TLRs is a factor that requires attention. It was found that many strategies are available for oral literacy development in the classroom. The paper concludes that, teachers do not purposefully teach oral literacy at the early grade levels. Consequently, learners acquire less vocabulary and comprehension skills. Learners struggle along the levels of education to acquire lexical competency in many fields. The paper suggests a review of the content of the Colleges of Education curriculum to include courses in oral literacy development. It also recommends a purposeful use of the Professional Learning Community of the Standard Based Curriculum to continuously equip teachers with knowledge and skills of classroom practices to develop oral literacy skills. The supervision unit of Ghana Education Service should be resourced to monitor and coach teachers to facilitate oral literacy in early grade classrooms. Parents and caregivers are encouraged to involve children in oral interactive activities at home.

Choral Reading for Improving Oral Literacy in the English Classroom

English speaking fluency is one of the 21st century communicative skills that are given so much attention and importance by most employers across the globe. Many Filipino graduates have difficulties finding a job because of poor oral literacy. This study determined the effectiveness of the choral reading strategy in improving students’ oral literacy in Grade 11 English, Lusaran National High School, Cebu City, S. Y. 2019-2020. The study used a quasi-experimental method, utilizing rubrics to identify and determine the research subjects' performances. Findings showed that most of the students in the two groups of subjects showed a fair performance in the pretest. The two groups of subjects showed an increase in performance based on the scores earned in the posttest. There is a significant difference in the posttest performances of the control and experimental groups. There is a significant difference between the pretest and posttest performances of the control and experimental groups. The group which had choral reading for improving oral literacy in the English classroom showed a high increase in performance. Choral reading is an effective strategy for improving oral literacy as it develops the students’ oral literacy in terms of volume and expression.

Teacher Talk in Early Years Classrooms following an Oral Language and Literacy Professional Learning Program

Teacher classroom instructional practice can be a powerful influence on student learning. The Classroom Promotion of Oral Language randomized controlled trial tested whether teacher professional learning focused on promoting oral language in classrooms could improve teacher knowledge and classroom instruction. This study focuses on evaluating the impact of the professional learning on teacher classroom instruction. The nature of classroom talk was used as a means of exploring theories of change and the pathways to practice change. Classroom talk was classified according to its function; organisational, doing, and learning. Teachers from early years classes (first 2 years of school) participated in 4 days of professional learning and received implementation support in their school. Teacher instruction was measured through audio-recordings of classroom talk between teachers and students. The characteristics and proportions of the functions of classroom talk demonstrated by teachers who participated in professional learning (n = 40) and those who did not (n = 38) were compared. Findings indicated no differences in the functions of classroom talk measured with Anstey's type of talk framework following participation in the professional learning; similarities in classroom instruction are discussed and implications for professional learning.

Health Literacy and Health Outcomes in Iranian Adolescents: A Systematic Review

Background and Objective: Health Literacy is the capacity of individuals to obtain, interpret, and understand health-related information for making an appropriate decision. The aim of this study was a systematically review the literature on the outcomes of literacy in Iranian adolescents. Materials and Methods: The search was done on scientific databases, using the keywords health literacy, health knowledge, teen, adolescent, high school, middle school and Iran in Persian and English, from 2010 until 2021 Jan. Study process was conducted from 10th of December to the end of December. Studies were considered with data about outcomes of literacy in Iranian adolescents. Results: Ten studies met inclusionary criteria. Two studies reported students with higher literacy had better health-promoting behaviours; moreover, two other studies reported students with higher literacy had better body mass index. One study reported better oral literacy conducted to lower oral problems; furthermore, one study showed that higher literacy leads to osteoporosis preventive behaviours. Results of one study indicated that higher literacy leads to more perceived self-efficacy and better self-care performance. One study showed better hair and skincare performance in students with higher literacy. Another study indicated that students with higher literacy had better attitude and behaviour toward breakfast consumption and the results of one study demonstrated that students with better literacy had better nutrition behaviours. In all studies, there were statistically significant linear correlations between literacy and its outcomes (p<0.05). Conclusion: The results indicated that adolescent's literacy seems associated with important outcomes then considering the importance of literacy in adolescents, designing and implementing educational intervention for promoting literacy is significantly important. As adolescents spend most of their daily time in schools, educational interventions should be school-based.

When Stakes Are High and Stress Soars: Addressing Health Literacy in the Critical Care Environment.

When Stakes Are High and Stress Soars: Addressing Health Literacy in the Critical Care Environment.

Rethinking Technique: Considering Visual, Oral, and Movement Literacy to Promote Technical Skill and Artistic Growth

ABSTRACT Teaching dance technique in academic environments can be problematic in that many Western practices are rooted in traditions that contradict contemporary educational theory. This can create a disconnect between maintaining time-honored traditions and developing more student-centered class structures. This article questions the importance of complying with tradition in teaching technique. Experimentation in class structure illustrates how focusing on the development of skills in visual, oral, and movement literacy improved learning outcomes for students in an upper-level contemporary technique class while simultaneously yielding better technical and artistic development.

Problems of developing students 'written speech in mother tongue classes

This article highlights the methods used to develop the intellectual activity of students, liberalize the process of independent thinking and improve their written and oral literacy. When a student studies mother tongue materials, the bilingual process is influenced by the characteristics of other languages used in the developed society. This needs special attention and consideration. Modern society is characterized by the expansion of the scope of intercultural interaction, in this regard, the principle of “joint study of language and culture” began to be introduced in the teaching of the mother tongue.

Multilingualism and Multiculturalism Impact on Shaping Oral Literacy and Communicative Competence

This study was conducted to investigate on how does the multilingual and multicultural factor affect an individual oral literacy by conducting an interview session and correspondingly examine the features of the conversation from the interview session through a conversational analysis method. The purpose of the study is to have a better understanding of the strategies involved during the learning and acquisition process, the peers and surroundings of the participants, the elements of multiculturalism and multilingualism exhibited in the case of study. The studies show a different strategy was adopted in order to achieve the communicative competence as suggested by Canale and Swain (1980). The results shows that the learners achieved the communicative competence by recognizing the specific structure and features of the language (grammatical competence), understanding the historical background of the ethnicity belong to the language (sociolinguistic competence), practicing the languages ( strategic competence) and understanding the language coherent by listening (discourse competence).

Concurrent validity of the Preschool Early Literacy Indicators with a New Zealand sample of 5-year-olds entering primary school

ABSTRACT We examined the concurrent validity of the Preschool Early Literacy Indicators (PELI®) with 105 New Zealand (NZ) five-year-old children entering primary school. PELI® incorporates oral language and emergent literacy tasks into a picture-book that is administered as a shared adult–child read-aloud activity. In this study, PELI® administration and scoring was adapted to NZ English. Correlations and hierarchical linear regression analyses were conducted to assess the correspondence of PELI®NZ tasks with criterion measures assessing related constructs (oral language: Clinical Evaluations of Language Fundamentals-Preschool Second Edition, Australia & New Zealand Standardized Edition; alphabet knowledge: Letter Naming Fluency). Diagnostic accuracy of the PELI®NZ language index composite and phonological awareness scores was evaluated using logistic regression and area under the curve (ROC). Results supported concurrent validity of the PELI®NZ in this NZ sample. Future research should evaluate whether children’s performance on PELI®NZ at school entry predicts later progress in literacy acquisition.

Developing oral language in young dual language learners, Cultivating Oral Language and Literacy Talent in Students (COLLTS)

ABSTRACT Dual language learners are a growing population in early learning and care settings. Young DLLs have the potential to develop proficiency in two languages when provided adequate supports; however, most teachers of young DLLs feel inadequately prepared to support DLLs. Cultivating Oral Language and Literacy Talent in Students (COLLTS) is an evidence-based dual language program that provides teachers with lessons to support DLLs’ language development. Findings from a study of COLLTS conducted in Head Start Centers serving Spanish-speaking DLLs indicate that children who participated in the intervention demonstrated significant improvement in oral language skills compared with students who did not participate in the intervention. In this paper, we showcase the COLLTS methods used to develop DLLs’ language during vocabulary instruction, interactive shared reading and writing, foundational skills development, and family engagement activities.

Oral literacy in pediatric otolaryngology surgical consultations amongst parents with high levels of decisional conflict

ObjectivesOral literacy is an important aspect of physician and patient/family communication. Adequate communication is essential in the shared decision-making process and is inherently important in pediatric surgical consultations where parents must make decisions for their children. The aim of this study was to describe oral literacy in pediatric otolaryngology consultations and how it may relate to shared decision-making in a cohort of parents experiencing significant decisional conflict. MethodsThirty-six parent/patient-physician interactions from two pediatric otolaryngology clinics were recorded. Parents completed the Decision Conflict Scale (DCS), and both parents and physicians completed the Shared Decision-making (SDM-Q-9/SDM-Q-Doc) questionnaires. Language complexity was assessed by the Flesch Reading Ease Scale (FRES), the Simple Measure of Gobbledygook (SMOG) Readability Formula, and a series of grammar statistics. The Pearson product-moment was used to examine the correlation between measures. ResultsThe mean age of parents was 32.3 (mother) and 34.8 (father) years, with the majority having a college education or greater (77.8%). The mean DCS score was 85.8 (range 56–100), and all parents reported clinically significant conflict scores (DCS score > 25). Physicians spoke at a higher-grade level (mean difference SMOG 1.2 (95% CI: 0.8–1.6)), with more words per sentence (mean difference 3.7 (95% CI: 2.4–4.9)), and longer words (mean difference 0.1 (95% CI: 0.03–0.16)). Parents who had higher language complexity experienced less decisional conflict (SMOG vs DCS, r = −0.471, p = 0.004; words per sentence, r = −0.414, p = 0.012; word length, r = −0.419, p = 0.011), but there was no correlation between physician language complexity and DCS or SDM-Q-9 scores. ConclusionPhysicians demonstrated higher language complexity than that of parents in this study. Differences in language complexity between physicians and parents do not appear to play a substantial role in decisional conflict or the perception of shared decision-making in general. However, parents who use a more complex vocabulary may experience less conflict.

Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

ABSTRACT Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years’ teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term.

Socio-culturally mediated factors and lower level of education are the main influencers of functional cervical cancer literacy among women in Mayuge, Eastern Uganda.

BackgroundHealth literacy (HL) is the degree of an individual’s knowledge and capacity to seek, understand and use health information to make decisions on one’s health, yet information on the functional level of cervical cancer literacy in Mayuge and Uganda as a whole is lacking. We, therefore, assessed the level of functional cervical cancer literacy among women aged 18–65 years in Mayuge district in five functional HL domains; prior knowledge, oral, print, numeracy and e-health. Understanding the factors associated with cervical cancer literacy is also pertinent to cervical health communication programming, however, no study has documented this in Uganda and particularly in Mayuge. Mayuge is a rural population based cancer registry and one of the sites for piloting cancer control interventions in Uganda. We also assessed the factors associated with cervical cancer literacy and awareness about currently available cervical cancer preventive services.MethodsThe study protocol was approved by the Uganda Cancer Institute research and ethic committee (UCI-REC). In August 2017, we assessed five HL domains; cervical cancer knowledge, print literacy, oral literacy using audio-clip, numeral literacy and perceived e-HL among 400 women at household levels. Correct response was scored 1 and incorrect response was scored 0 to generate the mean percentage score for each domain. The mean scores were classified as limited, basic and proficient bands based on the McCormack HL cut-offs scale for knowledge, print, oral and e-health and Weiss cut-offs in the newest vital signs (NVS) for numeracy. We used the cervical cancer literacy scores to explore the effect of selected study variables on cervical cancer literacy. We also conducted five focus group discussions (FGDs) based on the theoretical constructs of the PEN-3 model.ResultsThe majority (96.8%) of the participants demonstrated a limited level of cervical cancer literacy with a mean score of 42%. Women who had completed a primary level of education or lower (OR = 3.91; p = 0.044) were more likely to have limited cervical cancer literacy. The qualitative data indicated that the women had limited cervical cancer literacy coupled with limited decisional, social and financial support from their male partners with overall low locus of control. Most (92.3%) of the women were not aware of the available cervical cancer services and had no intention to screen (52.5%).ConclusionsThe women in Mayuge in general have limited cervical cancer literacy except oral HL domain. Limited cervical cancer literacy was highest among women with lower level of education and overall literacy seemed to be influenced on the higher side by socio-cultural constructs characterised by limited decisional, social and personal resources among the women with overall low locus of control. The Mayuge women further demonstrated scant knowledge about the available health services in their district and low intention to screen. Multi-strategy cervical health empowerment programme is needed to improve cervical HL using orally disseminated messages.

Can technology help close the gender gap in literacy achievement? Evidence from boys and girls sharing eBooks

Purpose: Digital technologies may offer new solutions to old problems or bring additional complications. In this paper, we address a longstanding and widespread issue, specifically, slower acquisition of literacy skills by boys compared to girls. Electronic books might serve to close this gender gap because it is believed that boys are generally less motivated to read but that boys are especially engaged by technology. However, interactive features in electronic books could further challenge boys’ weak self-regulation skills, thus impeding their literacy achievement. Gender differences in literacy learning and the learning environment were examined in two studies conducted in French-language kindergartens.Method: Study 1 involved 56 girls and 36 boys, where the relationship between oral language precursors at school entry and literacy outcomes at the end of second grade was assessed. Study 2 included 43 girls and 44 boys, where interactions between children and an adult during shared reading exchanges with electronic books were coded to reveal gender-related differences in the learning environment.Result: In Study 1, the oral language and emergent literacy screener in first grade significantly predicted second grade spelling, with a significant gender gap in orthographic skills favouring girls in grade two despite similar oral language skills in grade one. In Study 2, adult readers were observed to re-direct boys’ attention or regulate their behaviour more often during shared reading (when compared to girls).Conclusion: These findings suggest that self-regulation may mediate early reading precursors and different literacy outcomes by gender. Strategies to alleviate stress and improve the learning environment during literacy activities are suggested. Overall, it is clear that technology is neither beneficial nor harmful by itself; rather, synchronised interactions between adult, child and technological features are crucial. Furthermore, the broader social context in which teaching and learning interactions are embedded plays a role.

Familiarity, Navigation, and Comprehension: Key Dimensions of Health Literacy in Pap Test Use among Korean American Women

Health literacy consists of multiple dimensions such as print and oral literacy or numeracy. Different dimensions of health literacy may have more salient impact on certain health behaviors and outcomes. Yet, evidence is limited regarding which dimensions particularly affect cervical cancer screening. The objective of this study was to examine the role of different dimensions of health literacy in cervical cancer screening among Korean American women. We used baseline data obtained from 560 Korean American women in a community-based health literacy-focused intervention study. Backward stepwise logistic regression analysis revealed that familiarity (adjusted odds ratio [AOR] = 1.20, 95% confidence interval [CI] = 1.11–1.31) and navigational health literacy (AOR = 1.10, 95% CI = 1.04–1.16) were associated with lifetime Pap test use and comprehension (AOR = 1.08, 95% CI = 1.02–1.14) with triennial Pap test screening. Prior exposure to healthcare settings and knowing how to navigate the healthcare system were more important than other health literacy dimensions for lifetime Pap test use. Understanding cancer screening-related words was most relevant to triennial Pap test use. In addition to addressing system factors such as insurance and physicians’ recommendations, interventions to increase Pap test screening targeted at Korean American women are needed to address certain dimensions of health literacy such as familiarity, navigation, and comprehension.