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Used the REALM as a starting point and added additional dental/medical terminology per a convenience sample of dental students and patients

HHLT partly translated from the S-TOFHLA and partly re-written in Hebrew to accommodate for the Israeli health system, language, and culture

Translated the English version of the s-TOFHLA into Chinese and then back into English per the Brislin (1970) method. Equivalance of meaning between versions was determined and rated by experts. Experts were asked to rate the relevance of the contents independently by using the content validity index (CVI) and rate each sentece on the c-sTOFHLAd based on relevance and semantic equivalence.

Content focuses on the 5 health-related behaviors that were identified as important lifestyle behaviors to be improved in the national health promotion initiative, "Health Japan 21".

Conducted item loading during factor analysis to examine contribution of individual items to the subscale content.

Two models on media literacy were utilized to maximize content validity of the scale, 1 British model and 1 U.S. model. 120 Likert-type scale items were created with 15 items representing each of the 8 core concepts. Items related to both persuasive media (such as promotions and advertisements) and narrative media (such as episodes of smoking in films and on television) because of the important role each genre plays in media literacy. Both general and smoking-specific items were included. The pool of items was distributed for review to a convenience sample of 8 leading national experts in media literacy, tobacco control, and public health. 2 hour-long focus groups with 9th- to 11th-grade adolescents were also conducted. One was held at a primarily white high school in a middle-income neighborhood (8 students) and the second at a predominantly African American high school in a low-income neighborhood (11 students). Items were eliminated or altered on the basis of consensus of both experts and students, resulting in a 51-item pool, with several items representing each of the 8 core concepts of media literacy.

Interviews with diverse women from the target populations, extraction of critical indicators, review by cancer health professionals, and pilot testing. A community based organization-initiated model was used for the Arabic translation.

A web-based Delphi technique that involved a panel of experts from clinical practice (medicine, nursing, pharmacy), public health, dietetics, research, adult education, and the food and drink industry was utilized to convert the NVS to a form appropriate for use in the UK. It was further refined with cognitive interviews.

For the generation of items, different dental patient educational materials and text types were reviewed. These included pamphlets, brochures and on-line materials, preoperative and postoperative instructions for different dental procedures, labels and instructions for commonly prescribed drugs in dentistry, and patient registration and appointment forms. The materials and texts, and the activities associated with them, were drawn from various dental health related contexts and had reading levels similar to materials used for the Test of Functional Health Literacy of Adults (TOFHLA), on which the Oral Health Literacy Instrument (OHLI) was modelled.

The MedLitRxSE tool was conceptualized by pharmacy practice faculty. To develop the items and scenarios for the tool, the faculty met with a diverse expert panel for consultation. This panel consisted of regional/national health literacy experts (4 people), community health educators (1 promotoras and 1 specialist), a lactation specialist, a nurse, family medicine physicians (1 with obstetrics/gynecology focus and 1 with pediatric and adult medicine focus), local pharmacists (5 people), and a poison control center educator who identified problems frequently encountered by English- and Spanish-speaking patients in community pharmacies and family practice clinics on the U.S.–Mexico border. The expert panel also incorporated feedback from 7 community focus groups (clinic and nonclinic setting), as well as findings from other health literacy studies. To have a balanced but short measurement tool, the panel developed 4 cases around the common use of prescription, OTC, herbal, and Mexican medications. Using information from the expert panel, focus groups, and literature review, the specific items for each case were developed. This developmental process (approximately 6 months) resulted in the first version of the tool (20 items) that incorporated real-life problems of interpreting medication documents, following instructions, and calculating numbers for dosing.

Based on item analysis, test reliability, and factor analysis results, the tool was shortened to 14 items.

A literature search was conducted using the electronic databases PsycINFO and MedLine to identify common lay beliefs about intellectual disability and schizophrenia in a range of cultural contexts. The search terms used included beliefs, attitude, stigma and social distance AND (intellectual disability OR learning disability OR mental retardation OR schizophrenia OR psychosis OR mental illness). On the basis of relevant studies identified, 30 items were generated regarding possible causes and 30 items referring to possible sources of help. These lists were not intended to be exhaustive but rather to tap into a range of belief systems regarding possible causes and interventions.

The development and pre-testing of this questionnaire covered pre-defined phases collecting empirical data. Phase 1: A first version of the questionnaire was constructed and pre-tested by collecting qualitative data from 8 students. In a face-to-face setting; the students were observed and interviewed with a focus on their understanding of the questions and the response formats. Phase 2: After revising the test according to the results of the first phase, a quantitative field test was performed. This first field test aimed at getting information about the fit of the Rasch model to this kind of competency data and the appropriateness of the facet design of the test. Additionally, the response format, distractors, item difficulties and discriminations were analyzed, and the test instrument has been revised accordingly. Phase 3: A second field test was performed in order to control the improvement of the test instrument and the fit of the Rasch model. The development process was completed by the time the Rasch model was the best fitting model.

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SAHLPA is based on the REALM, a test popularly used to assess health literacy, but centred on reading skills. SAHLPA is seen as a new instrument because it includes comprehension of written health materials and thus has better content validity than the REALM.

The development of the tool involved group translation and expert opinion methods Forward translation and back translation of the HLS-EU-Q47 into Turkish.

Definitions, dimensions, and characteristics of health literacy concept in patients with MS were extracted using the hybrid concept analysis model. Questionnaire was developed with the both inductive and deductive approach and well as qualitative (content analysis) and quantitative (psychometrics properties) approach. IT also involved 3 phases, in the final phase the questionnaire was sent to 17 experts to provide feedback on the final 22 items selected.

The IREALD-99 was translated into the Persian language, then back translated by native English speakers. The Persian version was then pilot tested among 12 adults to identify any problems with the translation.