Health literacy

Figures & data

Table 1. English National Qualifications Framework (NQF)¹⁸

Level	English National Qualifications Framework age equivalent	Literacy An adult classified at the level understands	Numeracy An adult classified at the level understands	Examples of typical skills
Entry 1	5–7 y	Short texts with repeated language patterns on familiar topics. Information from common signs and symbols	Information given by numbers and symbols in simple graphical, numerical and written material	Write short messages. Select floor numbers in lifts
Entry 2	7–9 y	Short straightforward texts on familiar topics. Information from short documents, familiar sources, signs and symbols.	Information given by numbers, symbols, simple diagrams and charts in graphical, numerical and written material	Describe health symptoms. Use a cashpoint machine
Entry 3	9–11 y	Short straightforward texts on familiar topics accurately and independently. Information from everyday sources.	Information given by numbers, symbols, diagrams and charts used for different purposes and in different ways in graphical, numerical and written material.	Understand price labels. Pay household bills
Level 1	Matriculation examinations (GSCE) grade D-G	Short straightforward texts of varying length on a variety of topics accurately and independently. Information from different sources	Straightforward mathematical information used for different purposes. Independently select relevant information from given graphical, numerical and written material	GCSE grades D-G
Level 2 or above	GCSE grades A* to C or higher qualifications	A range of texts of varying complexity accurately and independently. Can obtain information of varying length and detail from different sources.	Mathematical information used for different purposes and can independently select and compare relevant information from a variety of graphical, numerical and written material	5 grades A* to C GCSE

Table 2. Percentage of the English working age population at or above different literacy and numeracy skills levels

	% Literacy	% Numeracy
Entry level 2	95	93
Entry level 3	93	76
Level 1	85	51
Level 2 or above	57	22

Figure 1. Bloom’s taxonomy of learning²⁸

Table 3. Making the literacy (text) element of materials easier to read

	Harder to read	Easier to read
Text density	High density of text	Lots of white space, short chunks of text, spaces between chunks of text
Line spacing	Less than double	Double or greater
Font	Gothic, italic Size less than 12	Distinct, clear e.g., Calibri, Arial, Helvetica. Size 12–14
Casing	ALL CAPITALS	Mixture upper and lower case
Highlighting methods	CAPITALS	Bold or boxed
	Separated from relevant text, used as background	Next to relevant text, at end of paragraphs
Illustrations	Separated from relevant text, used as background	Next to relevant text, at end of paragraphs
Layout	Headings scattered throughout pages, sentences running over ages, no page numbering.	Headings and new sections at top of pages. Sentences and paragraphs not running over pages. Pages numbered.
SMOG	Long sentences, long words, multiple clauses, many points per sentence	Short sentences, short words, one point per sentence, one or two clauses
Voice	Passive	Active
Complex medical language	Used frequently	Used once or twice only with everyday language explanation

Table 4. Making the numeracy element of materials easier to understand

	Harder to understand	Easier to understand
Calculations	Raw figures	Example calculations, simple descriptions, avoid ambiguity
Terminology	Maths: maximum or majority / minimum or minority / mean / median / diameter	Literacy: most / least or fewer / average / commonest / width or size
Fractions / ratios etc	Ratios / proportions / fractions / percentages	Absolute values, consider pictorial respresentation
Number size and complexity	Large numbers, decimal points	Small numbers, whole numbers
Figures vs words	Words (e.g., Eighty-eight)	Numbers (e.g., 88)
Concepts	Abstract maths concepts	Real-life examples
Number of calculation steps	Multiple steps	None, or single steps with examples. If multiple steps are required consider tables
Layout	Lots of numbers, small font, distracting information	Few numbers next to simple explanatory text, lots of white space, tables may help

The 2011 Skills for Life Survey: A Survey of Literacy, Numeracy and ICT Levels in England. London: Department for Business Innovation and Skills 2012. BIS Research paper number 81. Accessed at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/36000/12-p168-2011-skills-for-life-survey.pdf

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Bloom B. Taxonomy of Educational Objectives: Cognitive and Affective Domains. New York: David McKay Company Inc; 1956 & 1964.

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