Because more than 45% of the U.S. population has been classified as lower-literacy readers (or 90 million adults),* it is crucial that organizations understand the unique planning and development challenges associated with this type of reader. For example, these readers tend to read word-for-word and don’t scan text. They have shorter attention spans and need visual cues to clarify concepts. Frequently, they skip large amounts of information that seems too complicated to read and accept something as “good enough” because learning more requires too much reading.

Below are some important considerations when planning content, writing, or designing products for a lower-literacy audience.

When planning content for lower-literacy readers,
·  Create a common template for all materials and follow it consistently so that the reader knows what to expect from each chapter or section.
·  Prioritize information. Place key concepts at the beginning of each section so that all readers will see them.
·  Sequence information in a logical fashion, building connections between information already presented and new information still to come.
·  Break down complex information in subsections.

When writing for lower-literacy readers,
·  Use one- and two-syllable words.
·  Use short sentences (eight-ten words each).
·  Focus on one concept or idea per sentence.
·  Use simple sentence structures.
·  Use active voice.
·  Use bulleted lists.
·  Avoid abstract words or phrases.
·  Avoid unfamiliar words or technical terms if possible. If these terms are required, include a simple definition. Consider including art to further clarify a new term.
·  Avoid abbreviations, contractions, and acronyms.
·  Stay on one topic at a time.
·  Add an example to illustrate key points; directly involve the reader by applying the written material to their life experiences.
·  Summarize or repeat information at the end of sections or chapters.

When designing for lower-literacy readers,
·  Use a two-column format so the distance from the start to the end of each line of text is shorter than a single-column format.
·  Have text appear flush left to avoid the awkward spacing that can occur in justified text.
·  Use art that directly clarifies concepts presented; do not use abstract or loosely associated images.
·  Start new sections at the top of a new page to clearly indicate a change of subject.
·  Use a simple style and select a font with simple letter strokes.

Selected Resources
Clear & Simple: Developing Effective Print Materials for Low-Literate Readers. National Cancer Institute, U.S. National Institutes of Health (www.cancer.gov).
Gaston N, Daniels P: Writing for Adults with Limited Reading Skills. Children, Youth and Families Education and Research Network (www.cyfernet.org).

*2003 National Assessment of Adult Literacy, U.S. Department of Education.