Owing to health literacy variations in the general population, the American Medical Association and National Institutes of Health recommend patient education resources to be written between the third and seventh grade levels.
This suggests that even among accepted, widely used health literacy measures, variation and measurement challenges exist.
The HLS-EU study revealed that, as in the U.S., a large proportion of the population does not have adequate health literacy and that variation exists between countries participating in the project.
The main objectives were to identify questionnaire design media) effects, literacy of users, segmental variation, and the important variable(s).
Rogers and Wofford [26] investigated life expectancy for 95 developing countries and came to a conclusion that literacy significantly explained the variation in life expectancy in these countries.
Given these countries are less developed than round 1 countries, we would expect to find even more variation in literacy skills by educational attainment.
The adjusted R2 suggests that with model 3 not more variance in skills can be explained in all countries, in contrast to model 2. This suggests that the background variables in model 2 seem to be more important in explaining the variation in literacy skills.
A box plot illustrates the variation in literacy between those with and without HF.
To address variation in literacy of participants, all questions were read aloud and answers were recorded by the interviewer.
