Parental interpretation of psychoeducational reports

Abstract

The intent of the present investigation was to determine the readability of psychoeducational reports and the effectiveness of manipulating selected report variables to facilitate parental interpretation. A sample of 50 reports was analyzed to determine the reading level at which reports were written. One report written at the median reading level was identified as a traditional report and was modified by lowering the reading level, replacing professional terminology, and removing information identified as unrelated to placement decisions. One objective test was developed to measure parents' abilities to interpret both the traditional and modified reports. One hundred fourteen parents were randomly assigned to read either the traditional or modified version of the report. Following treatment, subjects responded to the test instrument. The data indicate that traditional reports are written above the reading level of most parents. In addition, the data support the position that modification of selected report variables facilitates parental interpretation. Suggestions are made to report writers as to how specific modifications can enhance parental access to report contents.

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