Limited health literacy has been associated with adverse health outcomes in the older adult population. Minimizing the negative impact of limited health literacy in the rehabilitative setting is essential to achieve optimal outcomes. Clinical assessment of health literacy identifi es those patients who experience limited health literacy, thus allowing for customization of the practitioner-patient interaction to address the patient's limited health literacy. To use current assessment instruments, practitioners must understand the purpose and limitations of each instrument. The purposes of this article were to ( a ) provide a brief background on clinical assessment of health literacy, ( b ) describe health literacy assessment instruments commonly used, ( c ) discuss the value of conducting clinical measurement of health literacy, and ( d ) discuss research examining the use of health literacy assessment in the clinical environment. Key words: health literacy , health literacy assessment , health literacy instruments , older adult , rehabilitation in the area of health literacy uses measurement instruments to assess literacy levels. These assessment instruments use word recognition, comprehension, numeracy, or a combination of comprehension and numeracy when assessing health literacy levels. Assessment instruments vary in the type of assessment, the time that is taken for administration, and the fi nal health literacy category. The more comprehensive health literacy measurement instruments will yield a reading grade level whereas shorter screening tools may simply indicate adequate or inadequate health literacy levels. Instruments to assess oral literacy skills have yet to be validated.The purposes of this article were to ( a ) provide a brief background on clinical assessment of health literacy, ( b ) describe health literacy assessment instruments commonly used, ( c ) discuss the value of conducting clinical measurement of health literacy, and ( d ) discuss research examining the use of health literacy assessments in the clinical environment.
BACKGROUND ON CLINICAL ASSESSMENT OF HEALTH LITERACYHealth care providers commonly use word recognition or reading comprehension instruments to evaluate the health literacy skills of individuals in a clinical setting. The Rapid Estimate of Adult Literacy in Medicine (REALM) 10 and the Test of Functional Health Literacy (TOFHLA) 11 are considered to be the "gold standard" assessment instruments most widely used in health literacy research. The REALM assesses a patient's ability to read and correctly pronounce medical terms 10 whereas the TOFHLA 11 assesses both reading comprehension and numerical ability. These instruments have been used in evaluating a wide variety of patient populations. Both instruments provide an estimate of the patient's health literacy skills through direct versus self-report measurement and provide a detailed estimate for research purposes. However, these assessment instruments are time consuming and may not be ideal in the dayto-day busy clinical setti...