title: Use of theory in low-literacy intervention research from 1980 to 2009.
abstract: OBJECTIVE
  To examine whether theories and/or models are used in interventions geared towards improving health-related outcomes for individuals with limited literacy skills.
  
  
  METHODS
  Intervention studies (n=52) published between 1980 and 2009 that met inclusion criteria  were reviewed to assess the topic addressed, type of theory and/or model used, and the extent of theory use.
  
  
  RESULTS
  Twenty-one (40.4%) interventions were based on a theory or model. Most of those 21 interventions were either "informed by" (n=15, 71.4%) or "applied"  (n=4, 19.1%) theory whereas 2 (9.5%) "tested" theory.
  
  
  CONCLUSIONS
  Most low-literacy intervention research is not based on any educational, behavioral, or social science theory or model.
authors.affiliation: The Ohio State University, Department of Family Medicine, Columbus, OH, USA. lswallace@live.com
authors.forename: Lorraine S
authors.initials: LS
authors.lastname: Wallace
authors.forename: Cynthia J
authors.initials: CJ
authors.lastname: Vaughn
authors.forename: Edwin S
authors.initials: ES
authors.lastname: Rogers
authors.forename: Connie F
authors.initials: CF
authors.lastname: Rust
authors.forename: Jennifer E
authors.initials: JE
authors.lastname: Devoe
authors.forename: Barry D
authors.initials: BD
authors.lastname: Weiss
mesh_terms: D015438:Health Behavior; D057220:Health Literacy; D006801:Humans; D008962:Models, Theoretical; D012648:Self Care