ERIC Number: EJ1119729
Record Type: Journal
Publication Date: 2016-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2381-3369
EISSN: N/A
Equity in Assistance? Usability of a U.S. Government Food Assistance Application
Saal, Leah Katherine
Literacy Research: Theory, Method, and Practice, v65 n1 p283-299 Nov 2016
This article focuses on the quantitative phase of a multiphase mixed methods study investigating adults' and families' access to government food assistance. The research evaluates participants' comprehension of, and ability to, adequately complete authentic complex texts--national food assistance application documents. Summative usability testing of the Supplemental Nutrition Assistance Program application was conducted with 12 adult participants in divergent literacy learning subgroups: 6 adults enrolled in adult literacy classes and 6 adults enrolled in a doctoral program in education. Protocol analysis and extended think alouds were used to evaluate the materials. Individual sessions were audio/video recorded and types, kinds, and rates of error metrics were compared by subgroup. The completion rate without critical errors for doctoral and adult literacy students was 66.6% and 0%, respectively. Results indicate significant concerns with the usability and comprehensibility of food assistance applications and point to the importance of including educationally/linguistically diverse participants in the usability/evaluation process for government assistance applications to prevent further marginalization.
Descriptors: Food Service, Welfare Services, Poverty Programs, Federal Programs, Usability, Welfare Recipients, Statistical Analysis, Protocol Analysis, Adult Literacy, Metacognition, Difficulty Level, Interviews, Graduation Rate, Time on Task, Preferences, Justice, Family Programs, Parent Materials, Eligibility
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A