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Many health care documents are written at too high a reading level for a majority of the U.S. population to comprehend. In an effort to address this problem, we revised a previous existing document on how to read a nutrition label. The original document was intended for children, but through testing it was determined to be written at approximately a ninth grade reading level. We visited a classroom of ten, level two Intensive English Program (IEP) students who wanted to learn more about understanding American nutrition labels to determine what information they are interested in. Within this visit we learned that the students understood the components associated with an American nutrition label, but wished to learn more about what foods are important to include in a healthy diet compatable with their cultural and dietary preferences. In order to cater to the IEP students, we revised the original document to approximately a fourth grade level and paid specific attention to formatting to prevent distraction from key information. We utilized culturally appropriate images and words so that these students could better understand the presented information. After revision, we presented our improved document to the IEP students to receive feedback on the readability and comprehension. With their feedback, we further revised our document so that it would more effectively communicate this information.
Ann E Biswas
Primary Advisor's Department
Stander Symposium poster
"Partnering with IEP Students to Improve Nutrition Label Education and Literacy" (2018). Stander Symposium Posters. 1273.