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Health Education Research, Vol. 3, No. 2, 153-159, 1988
© 1988 Oxford University Press

research-article

An investigation into some factors influencing the communication of health education messages for adolescent ‘slow learners’

B. Mac Kenzie1,*, M. S. Halliday2, P. J. Holloway3 and H. V. Worthington4

1Sutherland High School Rochdale
2Department of Psychology, University Dental Hospital of Manchester Manchester M15 6FH, UK
3Department of Oral Health and Development, University Dental Hospital of Manchester Manchester M15 6FH, UK
4Adviser in Statistics, University Dental Hospital of Manchester Manchester M15 6FH, UK

One hundred and thirty six adolescents of below average reading and learning abilities (slow learners) were randomly divided into six groups. Each viewed a dental health message about periodontal disease via a cartoon story shown on slides. In addition, one pair of groups saw the story written on the slides, another pair heard the story on audio-tape and a further pair received both the written and spoken versions. In each pair of groups, one had the message presented in a traditional, unfamiliar language form and the other in the language form habitually used by the target group. Better knowledge and understanding of the message was gained by the spoken message in a familiar language form both immediately and longer term. Feelings towards the message were also improved by these two factors in the short term.


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