Literaturnachweis - Detailanzeige
| Autor/inn/en | Soto Mas, Francisco; Jacobson, Holly E.; Olivárez, Arturo |
|---|---|
| Titel | Adult Education and the Health Literacy of Hispanic Immigrants in the United States |
| Quelle | In: Journal of Latinos and Education, 16 (2017) 4, S.314-322 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Soto Mas, Francisco) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-8431 |
| DOI | 10.1080/15348431.2016.1247707 |
| Schlagwörter | Adult Education; Health; Hispanic Americans; Health Education; Immigrants; Pretests Posttests; Experimental Groups; Control Groups; High School Equivalency Programs; Foreign Countries; Adults; Functional Literacy; Quasiexperimental Design; Statistical Analysis; United States; Mexico; General Educational Development Tests |
| Abstract | Discussion on the advantages of integrating health literacy into adult education has primarily been theoretical and conceptual. There is a need for studies that assess the impact of adult education on health literacy. This study implemented a quasi-experimental design to explore whether basic adult instruction may constitute a venue for improving health literacy among Spanish-speaking immigrants. Participants included adults in a High School Equivalency program in a US-Mexico border community who received either a standard GED curriculum or a GED curriculum enhanced with health literacy content. The Short Spanish TOFHLA was used to measure health literacy. While S-TOFHLA scores and health literacy levels improved in all participants, no statistically significant differences were observed across groups. Results are consistent with recommendations supporting adult education as a strategy for improving health literacy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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