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Readability of Questionnaires Assessing Listening Difficulties Associated With (Central) Auditory Processing Disorders.

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Title: Readability of Questionnaires Assessing Listening Difficulties Associated With (Central) Auditory Processing Disorders.
Authors: Atcherson, Samuel R.1 sratcherson@ualr.edu, Richburg, Cynthia M., Zraick, Richard I.1, George, Cassandra M.2
Source: Language, Speech & Hearing Services in Schools. Jan2013, Vol. 44 Issue 1, p48-60. 13p. 3 Charts.
Subject Terms: *Literacy standards, *Comparative studies, *Listening, *Research methodology, *Readability (Literary style), *Research methodology evaluation, Age distribution, Questionnaires, Reference values, Word deafness, Data analysis software
Abstract: Purpose: Eight English-language, student- or parent proxy-administered questionnaires for (central) auditory processing disorders, or (C)APD, were analyzed for readability. For student questionnaires, readability levels were checked against the approximate reading grade levels by intended administration age per the questionnaires' developers. For proxy questionnaires, results were compared to the reading grade level for the average U.S. adult and the minimum 5th- to 6th-grade reading level for health materials as recommended by adult health literacy experts. Method: This was a descriptive study that was based on the results of a commercially available readability calculations software package. Text-based files of the 8 questionnaires were analyzed using 3 readability formulas: FORCAST (Caylor & Sticht, 1973), Flesch Reading Ease (FRE; Flesch, 1948), and Gunning's Fog index (FOG; Gunning, 1952). Results: The FORCAST formula, the most appropriate for nonnarrative-type materials, indicated that all 8 questionnaires were written at reading levels between the 8th and 10th grades. The FRE and FOG formulas, designed for narrative-type materials, were generally in good agreement with one another but varied widely between the upper 4th- and 12th-grade levels. Conclusion: In an effort to decrease respondent burden, developers should consider readability as another testable psychometric construct. Clinicians should take into account the functional health literacy skills of adult proxy respondents when giving self-administered questionnaires. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Label: Title
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  Data: Readability of Questionnaires Assessing Listening Difficulties Associated With (Central) Auditory Processing Disorders.
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  Data: <searchLink fieldCode="AR" term="%22Atcherson%2C+Samuel+R%2E%22">Atcherson, Samuel R.</searchLink><relatesTo>1</relatesTo><i> sratcherson@ualr.edu</i><br /><searchLink fieldCode="AR" term="%22Richburg%2C+Cynthia+M%2E%22">Richburg, Cynthia M.</searchLink><br /><searchLink fieldCode="AR" term="%22Zraick%2C+Richard+I%2E%22">Zraick, Richard I.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22George%2C+Cassandra+M%2E%22">George, Cassandra M.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2013, Vol. 44 Issue 1, p48-60. 13p. 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Literacy+standards%22">Literacy standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Readability+%28Literary+style%29%22">Readability (Literary style)</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology+evaluation%22">Research methodology evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Age+distribution%22">Age distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Reference+values%22">Reference values</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Eight English-language, student- or parent proxy-administered questionnaires for (central) auditory processing disorders, or (C)APD, were analyzed for readability. For student questionnaires, readability levels were checked against the approximate reading grade levels by intended administration age per the questionnaires' developers. For proxy questionnaires, results were compared to the reading grade level for the average U.S. adult and the minimum 5th- to 6th-grade reading level for health materials as recommended by adult health literacy experts. Method: This was a descriptive study that was based on the results of a commercially available readability calculations software package. Text-based files of the 8 questionnaires were analyzed using 3 readability formulas: FORCAST (Caylor & Sticht, 1973), Flesch Reading Ease (FRE; Flesch, 1948), and Gunning's Fog index (FOG; Gunning, 1952). Results: The FORCAST formula, the most appropriate for nonnarrative-type materials, indicated that all 8 questionnaires were written at reading levels between the 8th and 10th grades. The FRE and FOG formulas, designed for narrative-type materials, were generally in good agreement with one another but varied widely between the upper 4th- and 12th-grade levels. Conclusion: In an effort to decrease respondent burden, developers should consider readability as another testable psychometric construct. Clinicians should take into account the functional health literacy skills of adult proxy respondents when giving self-administered questionnaires. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/0161-1461(2012/11-0055)
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 48
    Subjects:
      – SubjectFull: Literacy standards
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Listening
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Readability (Literary style)
        Type: general
      – SubjectFull: Research methodology evaluation
        Type: general
      – SubjectFull: Age distribution
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Reference values
        Type: general
      – SubjectFull: Word deafness
        Type: general
      – SubjectFull: Data analysis software
        Type: general
    Titles:
      – TitleFull: Readability of Questionnaires Assessing Listening Difficulties Associated With (Central) Auditory Processing Disorders.
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            NameFull: Atcherson, Samuel R.
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            NameFull: Richburg, Cynthia M.
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              Text: Jan2013
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              Y: 2013
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