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REALM Assessment for Patient Literacy

The document describes a tool called the Rapid Estimate of Adult Literacy in Medicine (REALM) that healthcare providers can use to quickly assess the literacy level of adult patients. The REALM involves having patients read aloud from three lists of common medical words and terms and scoring their responses. The patient's raw score is then compared to a table to determine their reading level, which ranges from third grade and below to a high school level. Knowing a patient's literacy level helps providers communicate effectively and select appropriate educational materials.

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806 views2 pages

REALM Assessment for Patient Literacy

The document describes a tool called the Rapid Estimate of Adult Literacy in Medicine (REALM) that healthcare providers can use to quickly assess the literacy level of adult patients. The REALM involves having patients read aloud from three lists of common medical words and terms and scoring their responses. The patient's raw score is then compared to a table to determine their reading level, which ranges from third grade and below to a high school level. Knowing a patient's literacy level helps providers communicate effectively and select appropriate educational materials.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Patient Education Workshop

Assessing the Literacy Skills of Your Adult Patients


You can quickly determine your patient's literacy with this oral reading and recognition
test, known as the Rapid Estimate of Adult Literacy in Medicine (REALM). It measures
a patient's ability to pronounce 66 common medical words and lay terms for body parts
and illnesses. To use the REALM, follow these five steps:
1. Give the patient a copy of the following lists of words. (Keep a copy for yourself.)
List 1

List 2

List 3

Fat

Cancer

Fatigue

Miscarriage

Allergic

Gonorrhea

Flu

Caffeine

Pelvic

Pregnancy

Menstrual

Inflammatory

Pill

Attack

Jaundice

Arthritis

Testicle

Diabetes

Dose

Kidney

Infection

Nutrition

Colitis

Hepatitis

Eye

Hormones

Exercise

Menopause

Emergency

Antibiotics

Stress

Herpes

Behavior

Appendix

Medication

Diagnosis

Smear

Seizure

Prescription Abnormal

Occupation

Potassium

Nerves

Bowel

Notify

Syphilis

Sexually

Anemia

Germs

Asthma

Gallbladder

Hemorrhoids

Alcoholism

Obesity

Meals

Rectal

Calories

Nausea

Irritation

Osteoporosis

Disease

Incest

Depression

Directed

Constipation

Impetigo

2. Ask the patient to read aloud as many words as she can, beginning with the first word
on List 1. When she comes to a word she cannot read, tell her to do the best she can
or say, "blank," and then go on to the next word on the list.
If the patient takes longer than five seconds to read a word, prompt her to move on by
saying, "blank," and pointing to the next word on the list. If the patient begins to miss
every word, ask her to pronounce only those words she knows.
3. On your copy of the lists, keep score of the patient's answers. Next to each correctly
pronounced word, write a plus sign (+). After each word that was not attempted or
was mispronounced, write a minus sign (-).
Murphy, P. & Davis, T. (October 1997). When low literacy blocks compliance.
RN, p. 61.

Patient Education Workshop


Assessing the Literacy Skills of Your Adult Patients continued
4. This total is the patient's raw score.
5. Compare the raw score to that of the table below to determine your patient's reading
level.
Raw Score

Reading Level

0-18

Third grade and below: Patient won't be able to read most low literacy
materials. She will need repeated oral instructions or written materials
composed of primarily of illustrations.

19-44

Fourth to sixth grade: Patient will need low literacy materials and may not
be able to read prescription labels.

45-60

Seventh to eighth grade: Patient will have trouble reading most patient
education materials. Use low literacy materials.

61-66

High school: Patient will be able to read most patient education materials.

Source: Davis, T., Crouch, M. & Long, S. (1993). Rapid Estimate of Adult Literacy in Medicine
(REALM). Shreveport, LA: Louisiana State University Medical Center.

G:/curriculum/handout73

Murphy, P. & Davis, T. (October 1997). When low literacy blocks compliance.
RN, p. 61.

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