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Reading skills of dietetic interns and readability of dietetics literature
B J McCabe1, S D Koury, J W Tysinger
1Department of Dietetics and Nutrition, College of Health Related Professions, University of Arkansas for Medical Sciences, Little Rock 72205, USA.
Objective:
To assess and compare reading skills of dietetic interns with reading levels of internship references.
Design:
A standardized reading test, the Nelson-Denny Reading Test, measured reading skills of entering dietetic interns over 7 years. A computerized readability program assessed the readability of references.
Setting:
Dietetic internships in university and Veterans Affairs hospitals.
Subjects:
Of 194 entering interns, 178 (92%) were included and 16 (89%) were omitted.
Main Outcome Measures:
Nelson-Denny percentile and grade equivalent scores for vocabulary, comprehension, and total. The Fog Index identified reference reading-grade levels.
Statistical Analyses Performed:
Descriptive statistics and analysis of variance.
Results:
Interns from the two programs did not differ significantly on Nelson-Denny Reading Test scores or in application grade point average. Percentile means and standard deviations were 54.7 +/- 23.8 for vocabulary, 51.2 +/- 25.0 for comprehension, 52.9 +/- 23.9 for total, and 41.6 +/- 24.7 for reading rate. Nearly 20% (33 of 178) of interns read significantly below expected grade level. The fog Index assigned reference grade levels from 6.98 to 21.63 years.
Conclusions:
The majority of dietetic interns have strong reading skills and read within the references' reading levels. A minority may experience difficulties reading assignments. Preinternship reading skills assessment could lead to greater success in reading professional literature.