The hypothesis of the study was that use of nutrition education materials, matched to learner literacy level, would result in more favorable outcomes than normally available materials. Materials for low literacy hypercholesterolemics were developed at 4th-8th grade reading level (videotape, workbook, shopping guide) and <4th grade level (videotape and simple pocket card to use in food selection). Materials were matched to reading level in the intervention group and compared, in the comparison group, to standard materials from the American Heart Association. Subjects with reading level <9th grade and LDL cholesterol >130 mg/dL were educated. Dietary behavior, nutrition knowledge and attitudes, and blood lipid levels were followed for 6 months. Of 575 subjects screened at 4 food processing plants (2 intervention, 2 comparison), 37 of those agreeing to participate met inclusion criteria for lipid and reading levels, with intervention n=24 and comparison n=13. Total and LDL cholesterol declined significantly (p<.05 and p<.02, respectively) in the intervention group. Preliminary data (n=9) in the comparison group showed a significant decline (p<.05) in total cholesterol but not in LDL. HDL cholesterol and body mass index did not change. In conclusion, preliminary data indicate that having nutrition education materials matched to learner literacy level does improve the likelihood of favorable health outcomes. Further data from this study will provide evidence of changes in knowledge, diet-related beliefs, and behavior related to the readability of education materials used. (Funded by American Heart Association Grant-in-Aid)
Learning Objectives:
Keywords: Literacy, Cholesterol
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.