Immunization and child health materials development guide pdf

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Appendix 3 SMOG Readability Formula Note: Some dictionaries in word processing programs can check readability when also set to check grammar. To access this feature in Microsoft Word, for example, click “Options” in the spell-check dialog box, choose “check grammar,” then select “readability.” G.H. McLaughlin developed the SMOG (Simple Measure of Gobbledegook) formula to determine readability in the English language. The adaptation used here has been tested with Spanish and three African languages. The results show that the SMOG formula is also a very good indicator of reading difficulty in these languages. Try it in your language to determine whether it will be a useful tool for you. If not, read your document and try to eliminate long sentences and long words. Do not write in a childish way, but do write in a way that makes the message very clear even to people who rarely read. Checking for readability before pretesting can save time and effort. Below are instructions for assessing readability using the SMOG formula. For written materials at least 30 sentences in length: 1. Select ten sentences near the beginning, in the middle, and near the end of the material. 2. You now have a sample of 30 sentences. Circle all the words containing three or more syllables in this sample, including repetitions of the same word. 3. Count the number of words circled. 4. Take this number and compare it to the SMOG Conversion Table to determine the estimated reading level of your material. 5. Estimate the educational level of most people in your target group. Rewrite your text, if necessary, to the appropriate readability level for these readers. SMOG Conversion Table* Total Number of Words with 3+ Syllables 0-6 7-12 13-30 31-72 73+ Estimated Reading Level Low-literate Primary school Some secondary school Secondary school graduate University or post-graduate education *Adapted from Harold C. McGraw, Office of Educational Research, Baltimore County Schools, Towson, Maryland. Adapted from How to Conduct Effective Pretests: Ensuring Meaningful BCC Messages and Materials, AIDSCAP, Family Health International. Page 108
Appendix 4 Tips for Preparing Print Materials The following tips may be useful in developing print materials, particularly for low-literate or non-literate audiences. 1. Design, Layout, and Illustrations Present One Message Per Illustration. Each illustration should communicate a single, distinct message. (See Figure A4-1.) Figure A4-1. Present One Message Per Illustration Immunization protects children from disease. Courtesy of PATH and Becton-Dickinson La vaccination protège les enfants contre les maladies Limit the Number of Messages and Pages in Each Material. If there are too many messages, readers may become restless or bored—or may find the information hard to remember. Try testing different formats with members of your intended audience to determine what is most appropriate for them. The number of pages in a document can affect the cost of printing. Sometimes, wasted paper and higher costs can be avoided if the total number of pages in your printed piece is a multiple of four. Check with your local printers before you decide on the number of messages and pages in your material. Make the Material Interactive Whenever Possible. An interactive material is one that encourages exchange between the health worker or facilitator and members of the audience. If appropriate, include question-and-answer sections, or review questions that allow readers to use the information in the material. Page 109
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
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Materials development is especially
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The Guide explores qualitative rese
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Step 1. Plan Your Project The first
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THE CREATIVE BRIEF 3 A creative bri
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Figure 1. Sample Materials Developm
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Step 2. Identify and Study Your Aud
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• Fieldworkers, traditional birth
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2. Define Your Audience by Stages o
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B. Determine Informational Needs of
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2. Decide Which Method Best Meets Y
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In-Depth: Effective Qualitative Res
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• Ask participants to imagine som
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Figure 11. Principles of Question D
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Figure 12. Tips for the Facilitator
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Figure 14. Example of Organizing FG
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immunization. Make sure the questio
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3. Identify Patterns. As the facili
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SUMMARY OF FOCUS GROUP PHASES Phase
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Figure 17. Organizing Your Notes 22
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Step 3. Develop Messages
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A meeting with policy-makers may be
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Figure 18. Guidelines for Designing
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Step 4. Create Draft Materials Keep
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The artist can prepare more than on
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C. Video Materials Producing a vide
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VIDEO Same expert demonstrates Solo
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Special Advantages of the Web. The
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• Easy to Create. A single person
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MAKE AN INTERACTIVE, “BRANCHING
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- Get Outside Help, If You Need It.
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Step 5. Pretest and Revise Draft Ma
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B. Measuring Variables Pretesting m
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Figure 25. Drafts of an ORS Message
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Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 102 and 103: Page 86
Page 104 and 105: Step 7. Distribute Materials and Tr
Page 106 and 107: Figure 36. Tips for Using Print Mat
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111: Appendix 18 includes a sample evalu
Page 116 and 117: References AIDSCAP. How to Conduct
Page 118 and 119: Glossary of Acronyms AIDSCAP BCC BD
Page 120 and 121: PATH (Program for Appropriate Techn
Page 122 and 123: Appendices
Page 124 and 125: Appendix 1 Topic Guide for Focus Gr
Page 126 and 127: E. Closure 1. Review any patterns o
Page 130 and 131: Leave Plenty of White Space. This m
Page 132 and 133: Use Simple Illustrations. Avoid ext
Page 134 and 135: Use Appropriate Illustrative Styles
Page 136 and 137: Appendix 5 Hiring Experts If you ha
Page 138 and 139: Sample Letter January 25, 2001 Dire
Page 140 and 141: Appendix 7 Video Camera Directions,
Page 142 and 143: 22. Titles: (a) Cards, film, slides
Page 144 and 145: ⇑ Clearly identify steps in a tec
Page 146 and 147: Appendix 10 Sample Questions for Pr
Page 148 and 149: Appendix 12 Pretest Data Sheet Pret
Page 150 and 151: Appendix 14 Group Pretest Answer Sh
Page 152 and 153: Appendix 16 Radio and Video Pretest
Page 154 and 155: Appendix 18 Evaluation Form Evaluat
Page 158 and 159: 6. What was most useful about the G
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