Published online October 27, 2009
PEDIATRICS Vol. 124 Supplement November 2009, pp. S161-S162 (doi:10.1542/peds.2009-1100C)

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SUPPLEMENT ARTICLE

Introduction: Child Health Disparities and Health Literacy

Tina L. Cheng, MD, MPH^a, Benard P. Dreyer, MD^b and Renêe R. Jenkins, MD^c

^a Division of General Pediatrics and Adolescent Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland
^b Department of Pediatrics, New York University School of Medicine, New York, New York
^c Department of Pediatrics and Child Health, Howard University College of Medicine, Washington, DC

The first 20% of the full text of this article appears below.

Demographic changes in the United States bring diverse cultures, languages, and challenges to health care delivery, particularly for children. Providing high-quality health care that is patient centered and equitable requires tailored care and a focus on both health care disparities and health literacy.¹ Major connections between health literacy and disparities include a common focus on improving quality of care, improving patient-provider communication, overcoming language barriers, understanding the health beliefs of patients, and a need for pediatric-focused research.

Reports by the Institute of Medicine have highlighted health-disparity reduction and health-literacy improvement as critical components for high-quality health and health care for Americans.^1–5 Although more is understood about the state of child health disparities and health literacy since the . . . [Full Text of this Article]

Address correspondence to Tina L. Cheng, MD, MPH, Johns Hopkins University School of Medicine, Bloomberg School of Public Health, Division of General Pediatrics and Adolescent Medicine, 200 N Wolfe St, Room 2055, Baltimore, MD 21287. E-mail: tcheng2@jhmi.edu

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