Plain language for nutrition education: Lessons in health literacy from Food Stamp clients

This paper presents findings from a study of food stamp eligible adults to explore strengths and needs related to health and nutrition literacy. It shares related strategies for working with low-literacy audiences in the context of community health and nutrition education programs. In addition to exploring the correlates of low nutrition literacy, participants will have the opportunity to explore pedagogical techniques, plain language in curricular and print materials, and other helpful resources in working with low-literacy audiences. Participants will also have the opportunity to exchange ideas and pedagogical techniques that, in their own experience, have led to successful outcomes with low-literacy audiences.

The consideration of basic health and nutrition literacy skills in nutrition education programming with at-risk families improves effectiveness and sustainability by arming educators with much-needed reach to vulnerable families. Incorporating plain language techniques into curricula and materials will also increase the probability of sustainable behavior change among audiences. Parents' improved ability to understand, process, and apply health and nutrition information to their lives may have lasting implications for children's health as well. These techniques are supported by research on health communication, health interventions, and health literacy that suggest that plain language, a limited number of key health messages, dialog teaching and learning, and culturally-relevant content all support learning and behavior change. Additionally, this content is primarily driven based on findings from a health and nutrition literacy needs assessment specifically investigating knowledge, skills, and behaviors of food stamp eligible adults.