CRITICAL JOURNAL REVIEW

STATISTIC

ARRANGED BY: GROUP 1

NAME : M. FAIZ LUBIS ( 2161121027 )

ANDRI VANDERSON S ( 2163121007 )

ANGGRAINI ( 2163121008 )

DAME ROSA SIAHAAN ( 2163121014 )

EFRATA GINTING M ( 2163121019 )

JOVAN B NASUTION ( 2163121030 )

JULITA ENNIS ( 2163121031 )

RIZKA RAHMADINI P ( 2163121039 )

CLASS : DIK REG C’16

LECTURER : Prof. BERLIN SIBARANI, M.Pd

LANGUAGE AND ART FACULTY

STATE UNIVERSITY OF MEDAN

2018
 PREFACE

The writers wants to thank to Almighty God because of His bless and grace, the writers
can finish this paper. The writers wrote it to fulfill the final assignment of Critical Journal
Review of statistic subject. The writers also deliver our gratitude to our lecturer, Sir Prof. Berlin
Sibarani, M.Pd for his guidance to complete it. The writers realize that this paper is far from
perfect in the arrangement or in the content of the paper. The writer hopes that the suggestions
from the reader can be a support to make her better in the next paper project.

Medan, 06 November 2018

Group 1

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 TABLE OF CONTENTS

PREFACE

TABLE OF CONTENT

CHAPTER I

1.1 Identity of the article ...................................................................................................

1.2 Background ...............................................................................................................

1.3 Problems .....................................................................................................................

1.4 Purpose .......................................................................................................................

CHAPTER II

2.1 Method ........................................................................................................................

2.2 Literature Review ........................................................................................................

CHAPTER III

3.1 Summary ......................................................................................................................

3.2 Discussion ...................................................................................................................

3.3 Strengths and weakness ................................................................................................

CHAPTER IV

4.1 Conclusion ...................................................................................................................

4.2 Suggestion ...................................................................................................................

REFERENCE

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 CHAPTER I

INTRODUCTION

1.1 Identity of the article

Name of the journal : Patient Education and Counseling

Title of the article : Correlating Reading Comprehension and Health Numeracy Among

Adults With Low Literacy

Author : Amanda Golbeck, Angelia Paschal, Amy Jones, Tracy Hsiao

Volume :-

Pages :3

Publish year :

1.2 Background of the study

Reading comprehension is one of the most important developmental achievements that

relate to individual development and personal growth. Many health providers recognize that
the literacy levels of their patients may contribute to suboptimal care and outcomes. Limited
reading skills are not only associated with a limited understanding of the concepts of risk,
probability, and chronicity but also with specific health risks, chronic diseases, and their
associated treatment protocols (Gazmararian, Williams, Peel, & Baker, 2003). For example,
individuals with limited literacy find it difficult to understand directions for taking medicine.
Health literacy is defined as ‘‘the degree to which individuals have the capacity to obtain,
process and understand basic health information and services needed to make appropriate
health decisions’’. Finally, individuals with limited literacy may be less likely to become
actively involved in healthcare choices.

1.3 Problem
1.4 Purpose

CHAPTER 2

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 LITERATURE REVIEW

2.1 Health Literacy

Inadequate health literacy and numeracy have been linked with poor health outcomes
(Estrada C & Martin-Hyrniewics, 2004). Certain populations are at greater risk, including those
with low educational attainment (Kunter M, Greenberg E, Jin Y, Paulsen C, 2003). While there
is a growing recognition in the scholarly literature of the importance of health numeracy [1,6–
8], numeracy constructs have been either absent from some common health literacy
assessments or eliminated altogether to create a shorter assessment [9–11].
Health literacy is defined as ‘‘the degree to which individuals have the capacity to
obtain, process and understand basic healthinformation and services needed to make
appropriate health decisions’’ (U.S. Dept. of Health and Human Services; 2000. (p. 11–20)).
Low health literacy affects more than 90 million adults in the U.S. (White S, Dillow;2005), and
research has linked it with adverse health outcomes such as poor self-management of chronic
diseases, less healthy behaviors, higher rates of hospitalizations, and overall poorer health [1–
3]. Health literacy is influenced by several factors (e.g., reading and listening, cultural and
conceptual knowledge) (Nielsen-Bohlman L, Panzer AM; 2004).
An important component of health literacy is health numeracy (Golbeck AL, Ahlers-
Schmidt C, Paschal AM, 2005). Health numeracy skills range from the ability to understand
and follow dosage directions on a medicine bottle (Rothschild B, 2005) at the lowest level, to
the ability to understand and use typical risk reduction expressions (Schwartz L, Woloshin S,
1997) at the highest level. Patients with low health numeracy skills tend to have poorer health
outcomes compared to those with higher skills (Estrada C, Martin-Hyrniewics, 2004).

2.2 TOFHLA (Test of Functional Health Literacy in Adult)

One of the most widely used reading assessment tools is the TOFHLA, which tests a
patient’s ability to read passages and phrases and read and understand numbers using real
materials from health care settings. The tool consists of two parts: reading comprehension (50-
items) and numeracy (17-items). While the reading comprehension section involves reading
and interpreting text from health materials (e.g., hospital informed consent forms), the
numeracy portion tests one’s ability to comprehend directions for taking medicines and
monitoring blood glucose, for example (Parker RM & Williams MV, 1995).

CHAPTER 3

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 METHODOLOGY
3.1 Method
The research in this journal examines the relationship between health literacy assessed
by reading comprehension questions and health scores assessed by counting questions on
TOFHLA. The aim is to evaluate whether the question of reading comprehension is sufficient
to assess the level of health literacy among adults with low literacy rates; or if reading and
numeracy understanding must be included.
3.2 Population
All participants were <18 years old, English-speaking, had not completed high school
and were not enrolled in school at the time. Additional demographic information is unavailable.
However, overall enrollment (N = 321) in the health literacy program was approximately 58%
female, 43% White, 38% Black, 17% Hispanic, and 2% other racial/ethnic groups. Participants
were identified as having ‘‘low literacy’’ based on how they performed on the Comprehensive
Adult Student Assessment System (CASAS).
3.3 Sample and procedures
The assessment was administered one-on-one by six program instructors during Spring
2005, prior to the start of the health literacy course to ensure that instruction would not affect
scores. Complete TOFHLA data were available for 143 students.

CHAPTER 4
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 DISCUSSION

4.1 Summary

4.2 Discussion

In this article, we can know that the author want to investigate whether reading
comprehension and numeracy scores sufficiently correlate in health context among adults with
low literacy skills. This article said that reading comprehension and numeracy skill in the
context of understanding health information do not necessarily correlate. But still having good
reading comprehension and good at numeracy are important especially when you are working
as health-care or educators. So you can know what patients need and recognize the problems
that they have. Because in real life, reading comprehension skills and numeracy skills are
important not only in health information, but also in every situation that you face.

4.3 Strength and Weakness

4.3.1 Strength

The article titled Correlating Reading Comprehension and Health Numeracy among
Adults with Low Literacy is already written very well, it can be seen from the arrangement or
the layout of the article. And also, even though there are some terms in the medical fields that
might be common people are rarely hear such as TOFHLA, Health literacy, health numeracy
etc. The authors have explained it very well so that common people can understand easily. And
finally this research had important implication for medical decision makers, health educators,
health promoters, and practitioners in medical field in order to create a better public health
services and recognize and address the needs of patients with low health literacy.

4.3.2 Weaknesses

However, the overall research is already written very well. But there is one weakness
based on our analysis. In the article title, it said that Correlating reading comprehension and
health numeracy among adults with low literacy, but actually in the population data on page
133 the researchers said that “All participants were <18 years old, English-speaking, had not
completed high school, and were not enrolled in school at the time. Additional demographic
information is unavailable.” As we know that <18 years old is generally not categorized as
adult.

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