LITERACY ASSESSMENT IN A CARDIOVASCULAR NUTRITION EDUCATION SETTING

We assessed functional literacy of hypercholesterolemic or hypertensiv e African Americans (n = 339) prior to their participation in a nutrit ion education program. A word pronunciation and recognition test using 20 common cardiovascular or nutrition terms was first developed based on correlations with standardized reading achievement test scores, th en administered to program participants. Nearly half (48%) had word re cognition scores equivalent to a less than or equal to 8th grade readi ng level. Lower scores were associated with less education, lower inco me, unemployment, heavier work activity if employed, less healthy diet s, history of heart disease or diabetes, and higher depression scores (all P<0.01); several of these associations were independent of educat ion. The educational materials were ed to a 5th to 8th grade reading l evel. However, when both audiotaped and printed instruction were provi ded, individuals with reading scores less than or equal to 8th grade p referentially used the tapes, This brief and relatively unobtrusive li teracy assessment may help to identify persons who can benefit most fr om audiovisual approaches to cardiovascular nutrition education. (C) 1 997 Elsevier Science Ireland Ltd.