Abstract
Objective: To examine whether theories and/or models are used in interventions geared towards improving health-related outcomes for individuals with limited literacy skills. Methods: Intervention studies (n=52) published between 1980 and 2009 that met inclusion criteria were reviewed to assess the topic addressed, type of theory and/ or model used, and the extent of theory use. Results: Twenty-one (40.4%) interventions were based on a theory or model. Most of those 21 interventions were either "informed by" (n=15, 71.4%) or "applied" (n=4, 19.1%) theory whereas 2 (9.5%) "tested" theory. Conclusions: Most low-literacy intervention research is not based on any educational, behavioral, or social science theory or model.
Original language | English (US) |
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Pages (from-to) | 145-152 |
Number of pages | 8 |
Journal | American journal of health behavior |
Volume | 36 |
Issue number | 2 |
DOIs | |
State | Published - 2012 |
Keywords
- Behavioral models
- Health behavior
- Health literacy
- Intervention
- Literacy
ASJC Scopus subject areas
- Health(social science)
- Social Psychology
- Public Health, Environmental and Occupational Health