The Easy Read Standard

1.1 Write short sentences SHOULD

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.

1.2 Keep the overall word count low SHOULD

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.

1.3 One concept per paragraph SHOULD

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.

1.4 Use everyday words MUST

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

1.5 Use consistent terminology SHOULD

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

1.6 Use preferred terminology SHOULD

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

1.7 Be cautious with acronyms SHOULD

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

Familiar acronyms that work well: BBC, NHS, TV — these are widely understood and often more familiar than the full words.

Acronyms that cause problems: LeDeR (does not clearly relate to "Learning from lives and deaths"), SEND, CQC — unfamiliar to many people.

When using an unfamiliar acronym, write the full term first: "The Care Quality Commission (CQC) checks hospitals and care homes."

1.8 Acknowledge alternative terms SHOULD

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.

1.9 Build on familiar concepts SHOULD

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.

1.10 Use active voice MUST

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

1.11 Frame instructions positively SHOULD

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

1.12 Put the most important information first SHOULD

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.

1.13 Write for your reader's logic, not yours SHOULD

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.

1.14 Prioritise what most readers need SHOULD

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.

1.15 Explain terms that cannot be simplified SHOULD

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.

1.16 Use punctuation carefully SHOULD

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.

1.17 Be careful with contractions SHOULD

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.

1.18 Write numbers as numerals MAY

Numerals are easier to scan and recognise than written-out numbers.

1.19 Write dates in full SHOULD

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

1.20 Use 12-hour clock SHOULD

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

1.21 Avoid percentages SHOULD

Percentages are abstract. Concrete expressions are easier to understand.

1.22 Avoid idioms and metaphors SHOULD

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

1.23 Avoid sarcasm and irony SHOULD

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

1.24 Avoid rhetorical questions SHOULD

Questions you do not expect an answer to can be confusing. Say what you mean directly.

1.25 Use AI tools thoughtfully MAY

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.

2.1 Include images with body text MUST

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

2.2 Use real photographs where possible MAY

Photographs of real people are strongly preferred over drawings or abstract symbols. Where photographs are not possible or appropriate, use high-quality illustrations that clearly match the meaning.

2.3 Match pictures to meaning MUST

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

2.4 Use images consistently SHOULD

When an image represents a particular concept, keep that meaning fixed throughout the document. Do not reuse the same image to mean something different. When the same concept appears again, use the same image.

2.5 Use composite images where needed MAY

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

2.6 Make images large enough SHOULD

Images should be at least 4cm × 4cm to be clearly visible. 4–5cm is the ideal range. Small images lose impact and meaning.

2.7 Include pictures with headings SHOULD

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

2.8 Show diverse representation SHOULD

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

2.9 Write the words first SHOULD

Write your text before selecting images. This ensures images are chosen to match the meaning of what you have written, rather than fitting words around available pictures.

2.10 Use one visual style consistently SHOULD

Choose one style of image and use it throughout your document. Do not mix photographs with clip art or line symbols. Mixing styles creates visual confusion and makes documents harder to follow.

2.11 Aim for 4–6 images per page SHOULD

Too many images can overwhelm readers. Aim for 4 to 6 images per page as a guide, adjusting for your layout and content. This works alongside the guidance on limiting text per page.

3.1 Use minimum 16pt text MUST

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

3.2 Place pictures on the left SHOULD

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

3.3 Limit text per page SHOULD

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

3.4 Keep documents concise SHOULD

The fewer pages the better. 4 or 8 pages makes content accessible to more people. 16 pages is a good general limit. Up to 24 pages maximum if you have a very good reason and use visual strategies to break up the content.

3.5 One topic per page where possible MAY

Just as each paragraph should cover one concept, consider giving each topic its own page. If you are writing about running a home and you have covered bills, start a new page to talk about keeping it tidy.

3.6 Use generous line spacing SHOULD

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

3.7 Use left-aligned text MUST

Text should be aligned to the left margin, not justified. Justified text creates uneven spacing between words which makes reading harder and can create distracting "rivers" of white space.

3.8 Choose accessible fonts SHOULD

Use sans-serif fonts. Arial, Helvetica, Poppins and FS Me are good options. Arial and Helvetica are clean, accessible and readily available. Avoid serif fonts like Times and handwritten fonts that may not be clear to read. Avoid using all capital letters for body text.

3.9 Use bold for difficult words and explain them SHOULD

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 the reader can refer to. Subsequent mentions do not need to be bolded. Use bold purposefully, not excessively.

3.10 Avoid underlining SHOULD

Do not underline text for emphasis. Underlining makes text harder to read and is easily confused with hyperlinks. Use bold instead if emphasis is needed.

3.11 Avoid italics in body text SHOULD

Italic text is harder to read than regular text, particularly for people with visual processing difficulties or dyslexia. Use bold for emphasis instead. Italics may be acceptable for short references like book titles.

3.12 Include page numbers SHOULD

Page numbers help readers navigate and reference specific sections.

3.13 Use a cover page for longer documents SHOULD

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

3.14 Include a contents page for longer documents SHOULD

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

3.15 Include a summary for longer documents MAY

For documents over 8 pages, consider including a brief summary or key points section at the start. This helps readers quickly understand what the document is about and decide if it is relevant to them.

3.16 Use clear, descriptive headings SHOULD

Headings help readers navigate and find information. They should describe what the section is about, not be clever or cryptic.

3.17 Keep related content together SHOULD

Never start a point at the bottom of one page and continue it on the next. If text and its image cannot fit together on the same page, move both to the next page. Readers should not have to turn the page mid-thought.

3.18 Meet digital accessibility requirements SHOULD

For digital documents: aim to meet WCAG 2.2 Level AA requirements, including colour contrast of at least 4.5:1, meaningful alt text on all images, logical reading order, and proper heading structure. Where full compliance is not achievable, prioritise the requirements that most affect readability.

3.19 Never use colour alone to convey meaning SHOULD

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

3.20 Avoid red/green colour combinations SHOULD

Red-green colour blindness is the most common form. Do not rely on red for "bad" and green for "good".

3.21 Consider light tinted backgrounds MAY

Some readers find off-white, cream, light blue, or light yellow backgrounds easier than pure white. If you know your audience, ask them.

3.22 Turn off hyphenation SHOULD

Text should not be hyphenated. Words split across lines are difficult to read. Turn off automatic hyphenation in your page layout software.

3.23 Use box-outs for key information MAY

Important information that readers may need to refer back to can be highlighted using boxes or callouts. These are easier to spot when scanning a document.

3.24 Make hyperlinks clear and descriptive SHOULD

For digital documents, hyperlinks should clearly describe where they lead. Avoid "click here" — instead use meaningful link text like "Read our complaints policy". Ensure links are visually distinct and work correctly.

3.25 Consider how you share web addresses MAY

QR codes work well for people who are familiar with them but may confuse others. Writing the full web address is clearer but can look intimidating if it is long. Where possible, offer both, or know your audience's preference.

3.26 Keep tables simple SHOULD

If you must use tables, keep them simple with clear headers and minimal columns. Complex data may be better presented as separate statements with images. Avoid merged cells and nested tables.

3.27 Accessibility comes before brand guidelines SHOULD

Sometimes brand colours, fonts, or layouts do not work for Easy Read. A splash of corporate colour is fine, but know when to push back. Accessibility is not optional.

3.28 Consider print requirements SHOULD

For printed documents: use good quality paper that is thick enough to prevent text showing through from the other side. Consider spiral or comb binding for longer documents so pages lie flat. Avoid printing on both sides if the paper is thin or if this would separate an image from its text.

4.1 Understand your audience SHOULD

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

4.2 Build co-production into your systems SHOULD

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.

4.3 Be realistic about timescales and capacity SHOULD

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.

Do not assume that self-advocacy groups have the time or capacity to work on Easy Read. Producing and reviewing documents can be tiring and time-consuming, and may take people away from important day-to-day support work. Respect people's time and energy.

4.4 Choose appropriate images SHOULD

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

4.5 Prioritise checking what matters most SHOULD

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

4.6 Listen to individual preferences MAY

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

4.7 Set a review date MAY

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.