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Jean Anderson Eloy - One of the best experts on this subject based on the ideXlab platform.
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Readability assessment of the american rhinologic society patient education materials
International Forum of Allergy & Rhinology, 2013Co-Authors: Khushabu Kasabwala, Poonam Misra, Nitin Agarwal, David R Hansberry, Michael Setzen, Soly Baredes, Jean Anderson EloyAbstract:Background The extensive amount of medical literature available on the Internet is frequently accessed by patients. To effectively contribute to healthcare decision-making, these online resources should be worded at a level that is readable by any patient seeking information. The American Medical Association and National Institutes of Health recommend the Readability of patient information material should be between a 4th to 6th grade level. In this study, we evaluate the Readability of online patient education information available from the American Rhinologic Society (ARS) website using 9 different assessment tools that analyze the materials for reading ease and grade level of the target audience. Methods Online patient education material from the ARS was downloaded in February 2012 and assessed for level of Readability using the Flesch Reading Ease, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook (SMOG) Grading, Coleman-Liau Index, Gunning-Fog Index, FORCAST Formula, Raygor Readability Estimate, the Fry Graph, and the New Dale-Chall Readability Formula. Each article was pasted as plain text into a Microsoft® Word® document and each subsection was analyzed using the software package Readability Studio Professional Edition Version 2012.1. Results All healthcare education materials assessed were written between a 9th grade and graduate reading level and were considered “difficult” to read by the assessment scales. Conclusion Online patient education materials on the ARS website are written above the recommended 6th grade level and may require revision to make them easily understood by a broader audience.
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Readability analysis of healthcare oriented education resources from the american academy of facial plastic and reconstructive surgery
Laryngoscope, 2013Co-Authors: Poonam Misra, Nitin Agarwal, Khushabu Kasabwala, David R Hansberry, Michael Setzen, Jean Anderson EloyAbstract:Objectives/Hypothesis: Deficient health literacy remains a widespread public issue. As such, the National Institutes of Health (NIH) recommends that all patient resources should be written around a sixth-grade level. The authors evaluate healthcare-oriented resources specified for patient use on the American Academy of Facial Plastic and Reconstructive Surgery (AAFPRS) Web site in order to identify potential areas of improvement and highlight those sections that may serve as paradigms for future revisions. Study Design: Descriptive and correlational design. Methods: Seventeen healthcare-oriented resources specifically for patients were downloaded in February 2012 from the American Academy of Facial Plastic and Reconstructive Surgery Web site. Readability assessments of each article were performed using Readability Studio Professional Edition Version 2012.1. These tests included the Flesch Reading Ease, Flesch-Kincaid Grade Level, SMOG Grading, Coleman-Liau Index, Gunning-Fog Index, the New Fog Count, the New Dale-Chall Readability Formula, FORCAST Formula, Raygor Readability Estimate, and the Fry Graph. Results: Patient health education material found on the AAFPRS Web site has been found to be written at an average grade level of 12th grade using 10 different Readability scales. Conclusions: Modifications of the patient education section of the AAFPRS Web site can increase the Readability of the literature, and allow greater comprehension among a wider audience. Laryngoscope, 2013
Michael Setzen - One of the best experts on this subject based on the ideXlab platform.
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Readability assessment of the american rhinologic society patient education materials
International Forum of Allergy & Rhinology, 2013Co-Authors: Khushabu Kasabwala, Poonam Misra, Nitin Agarwal, David R Hansberry, Michael Setzen, Soly Baredes, Jean Anderson EloyAbstract:Background The extensive amount of medical literature available on the Internet is frequently accessed by patients. To effectively contribute to healthcare decision-making, these online resources should be worded at a level that is readable by any patient seeking information. The American Medical Association and National Institutes of Health recommend the Readability of patient information material should be between a 4th to 6th grade level. In this study, we evaluate the Readability of online patient education information available from the American Rhinologic Society (ARS) website using 9 different assessment tools that analyze the materials for reading ease and grade level of the target audience. Methods Online patient education material from the ARS was downloaded in February 2012 and assessed for level of Readability using the Flesch Reading Ease, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook (SMOG) Grading, Coleman-Liau Index, Gunning-Fog Index, FORCAST Formula, Raygor Readability Estimate, the Fry Graph, and the New Dale-Chall Readability Formula. Each article was pasted as plain text into a Microsoft® Word® document and each subsection was analyzed using the software package Readability Studio Professional Edition Version 2012.1. Results All healthcare education materials assessed were written between a 9th grade and graduate reading level and were considered “difficult” to read by the assessment scales. Conclusion Online patient education materials on the ARS website are written above the recommended 6th grade level and may require revision to make them easily understood by a broader audience.
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Readability analysis of healthcare oriented education resources from the american academy of facial plastic and reconstructive surgery
Laryngoscope, 2013Co-Authors: Poonam Misra, Nitin Agarwal, Khushabu Kasabwala, David R Hansberry, Michael Setzen, Jean Anderson EloyAbstract:Objectives/Hypothesis: Deficient health literacy remains a widespread public issue. As such, the National Institutes of Health (NIH) recommends that all patient resources should be written around a sixth-grade level. The authors evaluate healthcare-oriented resources specified for patient use on the American Academy of Facial Plastic and Reconstructive Surgery (AAFPRS) Web site in order to identify potential areas of improvement and highlight those sections that may serve as paradigms for future revisions. Study Design: Descriptive and correlational design. Methods: Seventeen healthcare-oriented resources specifically for patients were downloaded in February 2012 from the American Academy of Facial Plastic and Reconstructive Surgery Web site. Readability assessments of each article were performed using Readability Studio Professional Edition Version 2012.1. These tests included the Flesch Reading Ease, Flesch-Kincaid Grade Level, SMOG Grading, Coleman-Liau Index, Gunning-Fog Index, the New Fog Count, the New Dale-Chall Readability Formula, FORCAST Formula, Raygor Readability Estimate, and the Fry Graph. Results: Patient health education material found on the AAFPRS Web site has been found to be written at an average grade level of 12th grade using 10 different Readability scales. Conclusions: Modifications of the patient education section of the AAFPRS Web site can increase the Readability of the literature, and allow greater comprehension among a wider audience. Laryngoscope, 2013
Khushabu Kasabwala - One of the best experts on this subject based on the ideXlab platform.
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Readability assessment of the american rhinologic society patient education materials
International Forum of Allergy & Rhinology, 2013Co-Authors: Khushabu Kasabwala, Poonam Misra, Nitin Agarwal, David R Hansberry, Michael Setzen, Soly Baredes, Jean Anderson EloyAbstract:Background The extensive amount of medical literature available on the Internet is frequently accessed by patients. To effectively contribute to healthcare decision-making, these online resources should be worded at a level that is readable by any patient seeking information. The American Medical Association and National Institutes of Health recommend the Readability of patient information material should be between a 4th to 6th grade level. In this study, we evaluate the Readability of online patient education information available from the American Rhinologic Society (ARS) website using 9 different assessment tools that analyze the materials for reading ease and grade level of the target audience. Methods Online patient education material from the ARS was downloaded in February 2012 and assessed for level of Readability using the Flesch Reading Ease, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook (SMOG) Grading, Coleman-Liau Index, Gunning-Fog Index, FORCAST Formula, Raygor Readability Estimate, the Fry Graph, and the New Dale-Chall Readability Formula. Each article was pasted as plain text into a Microsoft® Word® document and each subsection was analyzed using the software package Readability Studio Professional Edition Version 2012.1. Results All healthcare education materials assessed were written between a 9th grade and graduate reading level and were considered “difficult” to read by the assessment scales. Conclusion Online patient education materials on the ARS website are written above the recommended 6th grade level and may require revision to make them easily understood by a broader audience.
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Readability analysis of healthcare oriented education resources from the american academy of facial plastic and reconstructive surgery
Laryngoscope, 2013Co-Authors: Poonam Misra, Nitin Agarwal, Khushabu Kasabwala, David R Hansberry, Michael Setzen, Jean Anderson EloyAbstract:Objectives/Hypothesis: Deficient health literacy remains a widespread public issue. As such, the National Institutes of Health (NIH) recommends that all patient resources should be written around a sixth-grade level. The authors evaluate healthcare-oriented resources specified for patient use on the American Academy of Facial Plastic and Reconstructive Surgery (AAFPRS) Web site in order to identify potential areas of improvement and highlight those sections that may serve as paradigms for future revisions. Study Design: Descriptive and correlational design. Methods: Seventeen healthcare-oriented resources specifically for patients were downloaded in February 2012 from the American Academy of Facial Plastic and Reconstructive Surgery Web site. Readability assessments of each article were performed using Readability Studio Professional Edition Version 2012.1. These tests included the Flesch Reading Ease, Flesch-Kincaid Grade Level, SMOG Grading, Coleman-Liau Index, Gunning-Fog Index, the New Fog Count, the New Dale-Chall Readability Formula, FORCAST Formula, Raygor Readability Estimate, and the Fry Graph. Results: Patient health education material found on the AAFPRS Web site has been found to be written at an average grade level of 12th grade using 10 different Readability scales. Conclusions: Modifications of the patient education section of the AAFPRS Web site can increase the Readability of the literature, and allow greater comprehension among a wider audience. Laryngoscope, 2013
Jill Johnsonwest - One of the best experts on this subject based on the ideXlab platform.
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the Readability of pediatric patient education materials on the world wide web
JAMA Pediatrics, 2001Co-Authors: Donna M Dalessandro, Peggy Kingsley, Jill JohnsonwestAbstract:Background Literacy is a national and international problem. Studies have shown the Readability of adult and pediatric patient education materials to be too high for average adults. Materials should be written at the 8th-grade level or lower. Objective To determine the general Readability of pediatric patient education materials designed for adults on the World Wide Web (WWW). Materials and Methods GeneralPediatrics.com (http://www.generalpediatrics.com) is a digital library serving the medical information needs of pediatric health care providers, patients, and families. Documents from 100 different authoritative Web sites designed for laypersons were evaluated using a built-in computer software Readability Formula (Flesch Reading Ease and Flesch-Kincaid reading levels) and hand calculation methods (Fry Formula and SMOG methods). Analysis of variance and pairedttests determined significance. Results Eighty-nine documents constituted the final sample; they covered a wide spectrum of pediatric topics. The overall Flesch Reading Ease score was 57.0. The overall mean Fry Formula was 12.0 (12th grade, 0 months of schooling) and SMOG was 12.2. The overall Flesch-Kincaid grade level was significantly lower (P Conclusions Pediatric patient education materials on the WWW are not written at an appropriate reading level for the average adult. We propose that a practical reading level and how it was determined be included on all patient education materials on the WWW for general guidance in material selection. We discuss suggestions for improved Readability of patient education materials.
Thomas Francois - One of the best experts on this subject based on the ideXlab platform.
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an ai Readability Formula for french as a foreign language
Empirical Methods in Natural Language Processing, 2012Co-Authors: Thomas Francois, Cedrick FaironAbstract:This paper present a new Readability Formula for French as a foreign language (FFL), which relies on 46 textual features representative of the lexical, syntactic, and semantic levels as well as some of the specificities of the FFL context. We report comparisons between several techniques for feature selection and various learning algorithms. Our best model, based on support vector machines (SVM), significantly outperforms previous FFL Formulas. We also found that semantic features behave poorly in our case, in contrast with some previous Readability studies on English as a first language.
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EMNLP-CoNLL - An ``AI Readability'' Formula for French as a Foreign Language
2012Co-Authors: Thomas Francois, Cedrick FaironAbstract:This paper present a new Readability Formula for French as a foreign language (FFL), which relies on 46 textual features representative of the lexical, syntactic, and semantic levels as well as some of the specificities of the FFL context. We report comparisons between several techniques for feature selection and various learning algorithms. Our best model, based on support vector machines (SVM), significantly outperforms previous FFL Formulas. We also found that semantic features behave poorly in our case, in contrast with some previous Readability studies on English as a first language.
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PITR@NAACL-HLT - Do NLP and machine learning improve traditional Readability Formulas
2012Co-Authors: Thomas Francois, Eleni MiltsakakiAbstract:Readability Formulas are methods used to match texts with the readers' reading level. Several methodological paradigms have previously been investigated in the field. The most popular paradigm dates several decades back and gave rise to well known Readability Formulas such as the Flesch Formula (among several others). This paper compares this approach (henceforth "classic") with an emerging paradigm which uses sophisticated NLP-enabled features and machine learning techniques. Our experiments, carried on a corpus of texts for French as a foreign language, yield four main results: (1) the new Readability Formula performed better than the "classic" Formula; (2) "non-classic" features were slightly more informative than "classic" features; (3) modern machine learning algorithms did not improve the explanatory power of our Readability model, but allowed to better classify new observations; and (4) combining "classic" and "non-classic" features resulted in a significant gain in performance.
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on the contribution of mwe based features to a Readability Formula for french as a foreign language
Recent Advances in Natural Language Processing, 2011Co-Authors: Thomas Francois, Patrick WatrinAbstract:This study aims to assess the usefulness of multi-word expressions (MWEs) as features for a Readability Formula that predicts the difficulty of texts for French as a foreign language. Using a MWE extractor combining a statistical approach with a linguistic filter, we define 11 predictors. These take into account the density and the probability of MWEs, but also their internal structure. Our experiments show that the predictive power of these 11 variables is low and that a simple approach based on the average probability of n-grams is more effective.
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RANLP - On the Contribution of MWE-based Features to a Readability Formula for French as a Foreign Language
2011Co-Authors: Thomas Francois, Patrick WatrinAbstract:This study aims to assess the usefulness of multi-word expressions (MWEs) as features for a Readability Formula that predicts the difficulty of texts for French as a foreign language. Using a MWE extractor combining a statistical approach with a linguistic filter, we define 11 predictors. These take into account the density and the probability of MWEs, but also their internal structure. Our experiments show that the predictive power of these 11 variables is low and that a simple approach based on the average probability of n-grams is more effective.
