Use of theory in low-literacy intervention research from 1980 to 2009

Lorraine S. Wallace, Cynthia J. Vaughn, Edwin S. Rogers, Connie F. Rust, Jennifer E. DeVoe, Barry D. Weiss

Research output: Contribution to journalReview article

3 Scopus citations

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 languageEnglish (US)
Pages (from-to)145-152
Number of pages8
JournalAmerican Journal of Health Behavior
Volume36
Issue number2
DOIs
StatePublished - Apr 23 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

Fingerprint Dive into the research topics of 'Use of theory in low-literacy intervention research from 1980 to 2009'. Together they form a unique fingerprint.

  • Cite this

    Wallace, L. S., Vaughn, C. J., Rogers, E. S., Rust, C. F., DeVoe, J. E., & Weiss, B. D. (2012). Use of theory in low-literacy intervention research from 1980 to 2009. American Journal of Health Behavior, 36(2), 145-152. https://doi.org/10.5993/AJHB.36.2.1