The Easy Read Standard

Each sentence should contain one idea. Aim for sentences under 25 words. If a sentence is too long, split it into two shorter sentences rather than cramming information together.

Aim for under 1000 words in total. Even a longer document with multiple pages should not be text-heavy. Space is needed for images, headings, and white space.

Each paragraph should focus on a single piece of information. This helps readers process information in manageable chunks. If you are making a new point, use a new sentence.

Avoid jargon, technical terms, and complex vocabulary. When specialist terms are necessary, explain them clearly.

Use the same word for the same thing throughout your document. If you call someone a "doctor" at the start, don't switch to "GP" or "physician" later. Consistency helps readers follow the content without confusion.

Use "learning disability" rather than "learning difficulty" unless you know your audience prefers otherwise.

Some acronyms become so familiar that people know them better than the full words. Others are confusing, especially when the acronym doesn't obviously match the full term.

When something has different names or a common colloquial term, let readers know. For example: "This is the remote control. It is sometimes called a clicker." This helps readers connect what they are reading to words they may hear in everyday life.

Introduce new ideas by connecting them to things readers are likely to already understand. Structure information so that each new point builds on what came before.

Active voice is clearer and more direct. The reader knows immediately who is doing what.

Tell people what to do, not what not to do. Negative constructions require more mental processing.

Start with what readers need to know most. Key message first, then supporting detail, then background. Do not make readers wade through context to find the point.

Structure information in the order your reader needs it, not the order it occurs to you as the writer. Think about what questions they will have and answer them in that sequence. Structuring information well is a skill in itself.

Information that most readers need should come before information that only some readers need. If only a few people need certain details, consider putting them at the end or in a separate section.

Some terms cannot be changed because readers will encounter them elsewhere - for example, "Annual Health Check", "LeDeR", or "Mental Capacity Act". Do not drop these terms in without explanation. Bold the term and provide a simple explanation where it is first mentioned.

Some readers find unfamiliar punctuation confusing. Avoid colons and semicolons. Use commas sparingly. Exclamation marks may not convey excitement to all readers and can cause confusion. Question marks are more familiar but should still be used with care.

Some readers find contractions harder to read. Consider using "do not" instead of "don't", "cannot" instead of "can't". This is especially important for key instructions.

Avoid ambiguous date formats. Use visual representations like calendar graphics where possible.

The 24-hour clock is less familiar to many readers.

Percentages are abstract. Concrete expressions are easier to understand.

Phrases like "it's raining cats and dogs" or "kick the bucket" can be confusing, especially for people who think literally.

These rely on the reader understanding that you mean the opposite of what you've written. This is easily misunderstood.

Questions you don't expect an answer to can be confusing. Say what you mean directly.

AI writing tools can help simplify text, but always review and refine the output. AI can introduce errors, remove key detail, or change tone, so human judgement is essential.

Every paragraph of body text should have an accompanying image. This is the defining characteristic of Easy Read. The image and text work together to communicate meaning.

Photographs of real people are often preferred over drawings or abstract symbols. Where photographs are not possible or appropriate, use high-quality illustrations that clearly match the meaning. Consistency of style is more important than always using photos.

Each image must communicate the core concept of the paragraph it accompanies. If an image does not add meaning, do not include it.

When a single photograph cannot convey the concept, consider creating composite images that combine elements. Take care to avoid visual clutter.

Images should be at least 4cm × 4cm (4-5cm ideal) to be clearly visible. Small images lose impact and meaning.

Headings should have associated images, not just body text. This is often overlooked but helps readers navigate.

Images should include people of different ages, genders, ethnicities, and disabilities. Representation matters.

Use the same image to represent the same concept throughout a document. If a specific person or place appears multiple times, use the same photograph each time to avoid confusion.

Complete your text before selecting images. This ensures you choose images that match the actual content rather than writing to fit available images.

Do not mix photographs, clip art, and symbols in the same document. Choose one visual style and stick to it throughout. Mixing styles can be confusing and looks unprofessional.

As a rough guide, aim for 4-6 images per page. This provides enough visual support without overwhelming the reader or making pages feel cluttered.

Body text must be at least 16 points. 16 to 20 points is the ideal range.

Position images to the left of the associated text. This supports natural reading flow.

Aim for 50-100 words per page, with 150 words as the maximum. For complex information, use fewer. White space helps readers focus.

Aim for 4-8 pages of A4, which is ideal for most topics. Up to 16 pages is a good limit. The absolute maximum is 24 pages - consider splitting longer content into separate documents.

Line spacing of 1.5 or more helps readers track from line to line without losing their place.

Text must be left-aligned (also called ragged right). Do not use justified text, which creates uneven spacing between words that can make reading difficult. Do not centre body text.

Use sans-serif fonts. Arial, Helvetica, Poppins, and FS Me are good options. Fonts with a single-storey "a" are preferred where possible. Avoid using all capital letters for body text.

Bold text signals words or concepts that may be unfamiliar to readers. Bold the first mention of a difficult word, and support it with an explanation - either immediately in the text, or in a glossary.

Don't underline text for emphasis. Underlined text can be mistaken for hyperlinks, especially in digital documents. Use bold instead.

Italics can be harder to read for some people. Use bold instead for emphasis, or place important words in a separate sentence.

Page numbers help readers navigate and reference specific sections.

For documents over 4 pages, include a front page with a large, relevant image that signals what the document is about.

For documents over 8 pages, include a contents page listing sections with page numbers so readers can find what they need.

For longer documents, include a brief summary at the start that tells readers what the document is about and what the key points are. This helps readers decide whether they need to read the full document.

Headings should tell readers what the section is about. Avoid vague headings like "Introduction" or "More information". Use specific, meaningful headings that help readers find what they need.

Do not let a page break split a paragraph or separate a picture from its text. Related content should stay together so readers can see the full context at once.

For digital documents: aim to meet WCAG 2.2 Level AA requirements. This includes ensuring colour contrast is at least 4.5:1, adding meaningful alt text to all images, setting a logical reading order, and using proper heading structure.

If colour indicates something important (like a warning), also use text, symbols, or icons. Around 8% of men have some form of colour blindness.

Red-green colour blindness is the most common form. Don't rely on red for "bad" and green for "good".

Some readers find light tinted backgrounds (cream, pale yellow, light blue) easier to read than pure white. This can be particularly helpful for readers with visual stress or dyslexia. If you know your reader's preference, accommodate it where possible.

Automatic hyphenation splits words across lines, which can make reading harder. Turn off hyphenation in your document settings to keep words whole.

Important information like contact details, dates, or warnings can be highlighted in a box to make it stand out. Use sparingly - if everything is in a box, nothing stands out.

Hyperlinks should clearly describe where they lead. Avoid "click here" - instead use meaningful link text like "Read our complaints policy".

If you must use tables, keep them simple. Use clear column and row headers. Avoid merging cells or complex layouts. Consider whether the information could be presented more clearly as a list or in separate paragraphs.

If your document will be printed, consider using A4 size and ensure the layout works on paper. Test printing before distributing. If printing double-sided, ensure images and text don't show through from the reverse.

Know who you are creating for. People with learning disabilities are not a homogenous group. Needs, preferences, and abilities vary.

Co-production is most valuable when embedded at the resource level, not required for every individual document. Work with people with learning disabilities to develop your templates, image libraries, and style guides.

Not every piece of Easy Read can go through full co-production. Someone receiving a diagnosis needs the information that day, not after weeks of planning. Good systems and resources mean individual documents can be produced quickly while still meeting the standard.

Select images that are relevant, respectful, and appropriate for your audience. Avoid images that stereotype or misrepresent people with learning disabilities.

When time is limited, prioritise checking the most important or complex information with people with learning disabilities, rather than routine content.

Where you know your readers personally, listen to their specific preferences for fonts, colours, or layout.

Easy Read documents should include a review date. Information goes out of date, and documents should be checked and updated regularly to remain accurate and useful.