An Evaluation of Evidence-Based Information on Interventions for Learning Disabilities in Reading Found within Pinterest-Linked Websites: A Multi-Site Content Analysis
| dc.contributor.author | Green, Jared | |
| dc.date.accessioned | 2022-12-01T13:15:39Z | |
| dc.date.available | 2022-12-01T13:15:39Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | Social media platforms such as Pinterest are becoming a popular medium for locating and consuming health information. Nonetheless, no studies to date have explored the accuracy of intervention information for reading disabilities on Pinterest-linked web pages, leaving it unclear the extent to which it aligns with evidence-based practice. This study reviewed online information about interventions for reading disabilities from 41 Pinterest-linked web pages to analyze its accountability, presentation, alignment with evidence-based practice, and readability using a set of standardized criteria. The quality of intervention information was generally poor, with websites meeting less than 10% of the standardized criteria. Further, most information was published by unspecified authors or authors without formal experience providing evidence-based interventions for LDs in reading. Most sites also neglected to reference their sources or recommend follow-up with a professional. These findings, possibilities for future research, and practical implications for health care providers are discussed. | |
| dc.identifier.uri | https://ec.msvu.ca/handle/10587/2222 | |
| dc.language.iso | en | |
| dc.publisher | Mount Saint Vincent University | |
| dc.title | An Evaluation of Evidence-Based Information on Interventions for Learning Disabilities in Reading Found within Pinterest-Linked Websites: A Multi-Site Content Analysis | |
| dc.type | Thesis |