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Chapter 4 taking action \[9\]. Having the capacity to think and to act are equally important preconditions for patients’ taking on a pro-active role during encounters with health professionals \[8\]. The majority of health literacy interventions, however, are aimed at improving cognitive skills \[10,11,12,13,14,15,16,17,18\]. To create a successful health literacy intervention, developers should: (a) try to best fit the needs of persons with inadequate health literacy by incorporating members of the target group into their design team and (b) focus on non-cognitive, as well as cognitive, aspects of health literacy \[11\]. Based on the results of current research, the possibilities of training non-cognitive skills are expected to be limited \[9\]. This may mean that interventions aimed at increasing ‘the capacity to act’ should not be focused on training non-cognitive skills but on supporting them. This was exactly what the initiators of the development of the Dutch Talking Touch Screen Questionnaire (Dutch TTSQ) had in mind \[19\]. The Dutch TTSQ has been developed to help Dutch physical therapy patients, regardless of their level of health literacy, to elucidate their health problems and impairments and set treatment goals. Ten low literate persons were involved in the development process of the prototype. In the Dutch TTSQ, which runs on a tablet computer, plain language and self-explanatory scales were used, alternatives to text were offered (e.g., audio, pictures, and clips), and easily accessible background information on the questionnaire’s rationale was provided. The development of the prototype of the Dutch TTSQ was described in detail by Cremers et al. \[19\]. It was pre-tested for usability \[20\] and face validity \[21\]. The results of both studies were promising but showed the need for further development. Alongside the Dutch version, a Turkish version was developed. Development of this was seen as a starting point for development of other language versions. The initiators started with the Turkish version because people with a Turkish background form the biggest minority group in The Netherlands (about 400,000 people, 2.3% of the total population) \[22\]. Approximately one-third of the Turkish people between 15 and 65 years of age in the Netherlands only went to primary school, compared with 6% of the Dutch majority population \[23\]. The proportion of Turkish people with low literacy and low health literacy is unknown but, since education and literacy are very strongly associated \[24,25\], one can assume that low literacy and low health literacy are 142