Reading skill and comprehension of the dietary guidelines by WIC participants

Abstract

Objective: The purpose of this study was to examine the match between reading skills and comprehension of the 1990 Dietary Guidelines in a Special Supplemental Food Program for Women, Infants, and Children (WIC) group (n = 32) compared with a non-WIC group and to determine which selected factors affected cloze scores.

Subjects/samples: The WIC group consisted of volunteers from WIC voucher pick-up sites, and the non-WIC group comprised women who met the qualification criteria for WIC, except income.

Methods: Reading skills were assessed using the Wide-Range Achievement Test-Revised Level II (WRAT-R). Comprehension skills were measured using the cloze technique.

Materials: The introductory section of the Dietary Guidelines, originally written at the 10th-grade level, was simplified to the 7th-grade level for comprehension comparison.

Results: The WIC group had a significantly (P < .001) lower reading skill (WRAT-R score = 60.1; 11th-grade level) than the non-WIC group (WRAT-R score = 70.8; college level). Cloze scores from all subjects tested at the 10th-grade level indicated that 75% (n = 24) would be frustrated or need instructional assistance to understand the Dietary Guidelines. Simplification contributed to higher cloze scores. The WRAT-R score was one factor that significantly affected the cloze score (P < .001). Both education level and WRAT-R scores varied significantly between groups; however, analysis of covariance revealed that the effects were identical within both groups.

Implications: WRAT-R can be used as a quick screening method for reading-skill level of individuals in WIC programs and other counseling situations. The cloze techniques may be useful for assessing comprehension of specific printed materials. Assessment of reading skill and comprehension by nutrition educators is recommended to increase the likelihood of selecting and/or developing effective materials.