Table 1.

Problematic back-translated items in SI^a and CL^b in comparison with corresponding items in the original English version of the SAM^c.

Original English version	Back-translated English version	SI	CL
Common words are used all the time. Technical, concept, category, and value judgment words (CCVJ) are explained. Appropriate imagery words are used.	Everyday words are used from the beginning to the end. All professional, concept, category, and value judgment words are explained. Imagery words are used appropriately.	2	3
Common words are used frequently. Technical, CCVJ words are explained sometimes. Some jargon is used.	Many everyday words are used. Some professional, concept, category, and value judgment words are explained. Some jargon terms are used.	2	3
Uncommon words are used frequently instead of common words. No explanation or examples are given for technical and CCVJ words. Extensive jargon is used.	Many uncommon words are used. Professional, concept, category, and value judgment words are explained. Many jargon terms are used.	2	3
Nearly all topics are preceded by an advance organizer (a statement that tells what is next).	The text almost always prompts in advance before talking about a new topic (a sentence explaining what to talk about next).	2	4
Approximately 50% of topics are preceded by advance organizers.	Approximately 50% of the topics have advance reminders.	2	3
Few or no advance organizers are used.	Early hints are rarely or never used before a topic.	2	3
Instruction models specific behavior and skills. For example: nutrition information emphasizes changing eating patterns, shopping, and cooking.	Precise instructions are given for specific behaviors or skills. For example, content on nutrition emphasizes changing eating, shopping, and cooking habits.	2	3
Information is a mix of technical and common language the reader may not easily interpret in terms of daily living. For example: high sugar, low nutrient value foods instead of no fuel foods.	The article confuses professional language with everyday language, and the instructions given are not very precise, making it difficult for readers to understand. For example, “high sugar, low nutrient value foods” is used to refer to “no fuel foods.”	3	4
Information is presented in nonspecific or category items such as food groups.	No precise information is provided, such as that on grouping foods.	3	3
Central concepts of the material appear to be culturally similar to the LLEd of the target culture.	The core concepts of the article are similar to the readers’ cultural concepts in cultural logic, language, and daily life.	2	3
Significant match in LLE for 50% of central concepts.	50% of the core concepts in the text are well-matched in logic, language, and daily life.	2	3
Clearly a cultural mismatch in LLE.	Logic, language, and everyday life clearly do not match the target cultural concepts.	1	3
Images and examples present culture in positive ways.	The article expresses the readers’ culture from a positive and sound perspective.	3	4
Neutral presentation of cultural images and foods.	The article presents pictures and foods of the readers’ culture in a neutral way.	3	4
Neutral presentation of cultural images and foods.	The article presents pictures and foods of the readers’ culture in a neutral way.	2	4
Negative images such as exaggerated or caricatured cultural characteristics, actions, or examples.	The text uses negative ways, such as exaggeration and satire, to show some characteristics, behaviors, or examples of the readers’ culture.	2	4

^aSI: similarity of interpretability.

^bCL: comparability of language.

^cSAM: Suitability Assessment of Materials.

^dLLE: logic, language, experience.