Abstract：
Objective: Despite varying opinions, little research has examined how to best write pediatric neuropsychology reports. Method: This study gathered input from 230 parents on how text difficulty (reading level) and visual emphasis (bullets, underline, italics) affect report readability and utility. We focused on the most-read report section: summary/impressions. Each parent rated the readability and usefulness of a generic summary/impressions section written in four different styles. The four styles crossed text difficulty (high school-vs-collegiate) with use of visual emphasis (absent-vs-present). Results: Parents found versions with easier text to be more clearly written, easier to follow, and easier to find information (p<.001). Parents rated those with harder text to be overly detailed, complex, hard to understand, and hard to read (p<.001). Visual emphasis made it easier to find key information and the text easier to follow and understand - but primarily for versions that were written in difficult text (interaction p≤.026). After rating all four styles, parents picked their preference. They most often picked versions written in easier text with visual emphasis (p<.001). Conclusions: Findings support writing styles that use easier text difficulty and visual emphasis.
摘要：
目标：尽管意见不同，很少有研究研究如何最好地撰写儿科神经心理学报告。方法：这项研究收集了230名家长关于文本难度(阅读水平)和视觉强调(子弹，下划线,斜体)影响报告的可读性和实用性。我们专注于阅读最多的报告部分：摘要/印象。每位家长都对以四种不同样式编写的通用摘要/印象部分的可读性和实用性进行了评分。四种样式通过使用视觉强调（缺席与在场）来克服文本难度（高中与大学）。结果：父母发现文本更简单的版本写得更清楚，更容易遵循,更容易找到信息(p<.001)。父母认为那些文本较硬的人过于详细，复杂，很难理解,并且难以阅读（p<.001）。视觉强调使它更容易找到关键信息和文本更容易遵循和理解——但主要是写在困难的文本版本(交互p≤.026)。在对所有四种样式进行评级后，父母选择了他们的偏好。他们最经常选择的版本写在更简单的文本与视觉强调（p<.001）。结论：研究结果支持使用更简单的文本难度和视觉强调的写作风格。
