TABLE 7.
Literacy Scores and Selected Demographic Characteristics of Respondents With Most Problems on Both Instruments
| Age/Gender | Number of Problem Questions |
Grade Level Attained |
REALMa | S-TOFHLAb | Years Since Diagnosis |
|
|---|---|---|---|---|---|---|
| ADDQoL | DQOL-B | |||||
| 73/female | 10 | 8 | 5th | 7 | 6 | 30 |
| 82/female | 4 | 7 | 3rd | 36 | 0 | 25–30 |
| 64/male | 6 | 4 | 11th | 27 | 15 | 12 |
| 79/female | 4 | 3 | 9th | 26 | 5 | 31 |
| 66/male | 3 | 3 | 10th | 7 | 18 | 33 |
| REALM Score Interpretationa | ||||||
| Raw Score | Grade Range Equivalent |
Literacy Skills | ||||
| 0–18 | 3rd grade and below | Will not be able to read most low-literacy materials … | ||||
| 19–44 | 4th to 6th grade | Will need low-literacy materials with accompanying verbal instructions … | ||||
| 45–60 | 7th to 8th grade | Will struggle with many patient education materials and may be able to pronounce but not fully comprehend the message … | ||||
| 61–66 | High school | Will be able to read most patient education materials … | ||||
| S-TOFHLA Functional Health Literacy Levelsb | ||||||
| Score | Level | Functional Health Literacy Description |
||||
| 0–16 | Inadequate | Unable to read and interpret health texts | ||||
| 17–22 | Marginal | Has difficulty reading and interpreting health texts | ||||
| 23–36 | Adequate | Can read and interpret most health text | ||||
a
REALM score interpretation (Davis et al., 1993).
b
S-TOFHLA Functional Health Literacy Levels (Baker et al., 1999).