Easy read
Method of presenting written information

Easy read refers to a range of practices for adapting written information. Despite limited and mixed evidence regarding its effectiveness, it has been promoted in public policy as a way of improving access to information for people with intellectual disabilities.[1][2][3]

Several government and organisational guidelines provide recommendations for producing easy read documents. Common suggestions include using sentences of 10–16 words, active voice, sans-serif fonts of at least 14-point size, bullet points, defining "hard" words, and including images.[4][5][6] There is little research evidence to confirm whether this combination of features improves comprehension or reduces cognitive load for people with intellectual disabilities.[7]

There is no formal accreditation or certification system for producing easy read documents. While some jurisdictions, such as the United Kingdom, provide guidance through government and organisational publications, practices vary widely, and there is little consensus among producers about the interpretation of the guidelines, how materials should be created or tested. Consequently, actual easy read documents differ in format, assumed reading level, and use of images.[8][9]

Published peer reviewed studies challenge the effectiveness of Easy Read. A 2017 meta-narrative review found no clear evidence that easy read health information leads to improved understanding or health outcomes for people with intellectual disabilities when disseminated as public information.[10] A 2017 study found that easy read texts did not result in more effective understanding of content compared to standard versions, even when additional support was provided.[7]

Some studies and narrative accounts report that easy read is positively received by certain people with intellectual disabilities, as well as their supporters. These studies describe affective benefits, such as participants reporting that they felt acknowledged or included, even though comprehension outcomes were limited or unchanged.[11][12]

Research suggests that Easy Read materials may be of limited benefit for people with low literacy skills, and may not address additional barriers such as difficulties with decoding text, working memory limitations, or lack of prior knowledge, which can affect comprehension for some people with intellectual disabilities.[12][13] Some studies indicate that the use of easy read materials can result in confusion, misunderstandings and disengagement.[11]

A 2017 meta-narrative review found no clear evidence that easy read health information leads to improved understanding or health outcomes for people with intellectual disabilities when disseminated as public information.[10] A 2017 study found that easy read texts did not result in more effective understanding of content compared to standard versions, even when additional support was provided.[7]

The plain English statement: "Thank you for your letter asking for permission to put up a poster in the library; before we can give you an answer, we will need to see a copy of the poster to assure that it won't offend anyone." could be rewritten in easy read as follows: "Thank you for your letter about your poster; we need to see the poster to check that it won't upset people, then we may decide if you may put it up."

See also

References

  1. ^ Chinn, Deborah; Homeyard, Claire (2017). "Easy read and accessible information for people with intellectual disabilities: Is it worth it? A meta-narrative literature review". Health Expectations. 20 (6): 1189–1200. doi:10.1111/hex.12520. ISSN 1369-7625. PMC 5689240. PMID 27862757.
  2. ^ Sutherland, Rebekah Joy; Isherwood, Tom (2016). "The Evidence for Easy-Read for People With Intellectual Disabilities: A Systematic Literature Review". Journal of Policy and Practice in Intellectual Disabilities. 13 (4): 297–310. doi:10.1111/jppi.12201. ISSN 1741-1130.
  3. ^ Buell, Susan; Langdon, Peter E.; Pounds, Gabrina; Bunning, Karen (2020). "An open randomized controlled trial of the effects of linguistic simplification and mediation on the comprehension of "easy read" text by people with intellectual disabilities". Journal of Applied Research in Intellectual Disabilities. 33 (2): 219–231. doi:10.1111/jar.12666. ISSN 1468-3148.
  4. ^ "Guidance: Accessible communication formats". gov.uk. Retrieved 17 May 2017.
  5. ^ NHS England. Make it easy: Easy Read. NHS England, June 2018. Available at: https://www.england.nhs.uk/wp-content/uploads/2018/06/make-it-easy-easy-read.pdf. Accessed 12 January 2026.
  6. ^ Change People. How to make information accessible. Change People. Available at: https://www.changepeople.org/images/001-how-to-make-information-accessible.pdf. Accessed 12 January 2026.
  7. ^ a b c Buell, Susan E. (2017). Health-based information for people with intellectual disabilities: an investigation into the linguistic properties of 'easy read' literature and its contribution to the construction of meaning (Thesis). Retrieved 2025-09-16.
  8. ^ Chinn, Deborah (2019-10-02). "Talking to producers of Easy Read health information for people with intellectual disability: Production practices, textual features, and imagined audiences". Journal of Intellectual & Developmental Disability. 44 (4): 410–420. doi:10.3109/13668250.2019.1577640. ISSN 1366-8250.
  9. ^ Meltzer, Ariella; Barnes, Emma; Wehbe, Ayah (2025). "Easy Read… Easy English… Plain Language? Decision-Making in the Production of 'Easy' Information in Australia". Journal of Applied Research in Intellectual Disabilities. 38 (1) e70021. doi:10.1111/jar.70021. ISSN 1468-3148. PMC 11832235. PMID 39961312.
  10. ^ a b Chinn, Deborah S.; Homeyard, Claire E. (December 2017). "Easy read and accessible information for people with intellectual disabilities: Is it worth it? A meta‐narrative literature review". Health Expectations. 20 (6): 1189–1200. doi:10.1111/hex.12520. PMC 5689240. Retrieved 2025-08-20.
  11. ^ a b Amiola, Ayomipo Jeremiah; Wilson, Hollyanna; Patteril, Elizabeth; Chester, Verity; Alexander, Regi (2025-03-20). "The Ten-Point Treatment Programme: developing and evaluating an easy-read version for people with intellectual disabilities". Advances in Mental Health and Intellectual Disabilities. 19 (2): 109–124. doi:10.1108/AMHID-08-2024-0027. ISSN 2044-1282.
  12. ^ a b Mary Waight, Warren Oldreive. "Investigating accessible information formats with people who have learning disabilities". journals.rcni.com. doi:10.7748/ldp.2020.e2031. Retrieved 2026-01-12.
  13. ^ Walmsley, Jan (2013-01-11). "Commentary on "Enabling access to information by people with learning disabilities"". Tizard Learning Disability Review. 18 (1): 16–19. doi:10.1108/13595471311295969. ISSN 1359-5474.
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