Easy read and jargon study case.

 – Jargon vs Plain English

Easy Read changes complex "jargon" into simple, everyday language. It uses one idea per line, short sentences, and pictures to explain the text. 

Example 1

Jargon: You are required to attend a consultation regarding your medical condition.

Easy Read: Please come to a doctor’s appointment. 

Example 2

Jargon: The practitioner will perform a visual inspection of your dentition.

Easy Read: The dentist will look at your teeth.

Example 3

Jargon: Please discontinue the medication if you experience adverse side effects.

Easy Read: If you feel bad, stop taking the medicine. Tell your doctor. 

Example 4

Jargon: Ambulatory services will transfer you to the acute care unit.

Easy Read: An ambulance will take you to the hospital. 

“ Make this Easy Read in Healthcare information.

 Easy Read helps people with learning disabilities understand, feel empowered, and take control of their health.

 It breaks down the complex information. It is scary and confusing information.

A GP Appointments:

 A Explains why you are going, what will happen, and helps you prepare questions. Hospital Visits:

Reduces anxiety by explaining what to expect in a new place.

 Dentist Appointments:

 Uses pictures to show the tools and chair, making it less scary. Medication:

Explains why you take it and when to take it using simple words, not medical terms.

 Mental Health Services: A Helps people understand their feelings and rights and helps them talk about their health.

A Step-by-Step Guides Booking the Appointment: Call the clinic.

Say your name. Speak

 "I want to make an appointment". Ask for a longer appointment if you need more time.

Arriving at Reception: Walk to the desk.

Tell the receptionist your name.

 Give them your appointment letter.

Sit in the waiting room and wait for your name.

Sitting in the Waiting Room: It is okay to bring a book or game.

Wait until the doctor or nurse calls you.

Seeing the Doctor or Dentist:

The doctor will talk about your health.

They might look at your body.

Tell them if you feel nervous or scared.

Asking Questions: You can ask,

 "What are my choices?".

 You can ask, "Can you explain that again?"

. You can take notes or ask them to write it down.

 

1. Easy Read Version

 

Exams and Dyslexia

What is an exam?

An exam is a test.

An exam checks what a person knows and understands.

People answer questions to show their knowledge.

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Some exams are hard to read

Some exam papers are difficult for people with Dyslexia.

This can happen when:

• The writing is small
• The sentences are long
• Important words are easy to miss
• The question is confusing

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Example

Question:

What is the capital of England?

A. London
B. Manchester
C. Birmingham

The correct answer is London.

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Now look at this question.

Question:

What is NOT the capital of England?

A. London
B. Manchester
C. Birmingham

If someone misses the word NOT, they may choose London.

But the question is asking something different.

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Why this happens

Some people with dyslexia may:

• miss small words
• find crowded text difficult
• find small print difficult
• need more time to read carefully

This does not mean the person does not know the answer.

It means the question may not be clear.

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How exams can be improved

Exams can be made clearer.

For example:

✔ Use large writing
✔ Use clear sentences
✔ Highlight important words
✔ Avoid confusing questions

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Good example

London is the capital of England.

Which city is NOT the capital?

A. Manchester
B. London
C. Paris

This question is clearer.

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2. Training Module

Accessible Exams for Students with Dyslexia

Learning Goals

By the end of this module students will:

• Understand how dyslexia affects reading
• Understand how exam questions can be confusing
• Learn how to write accessible exam questions

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What is Dyslexia?

Dyslexia affects how some people read and process written information.

People with dyslexia may:

• read more slowly
• miss small words
• find dense text difficult

---

Common Exam Problems

Exam papers sometimes include:

• small fonts
• long questions
• double negatives
• tricky wording

These can make exams harder for dyslexic students.

---

Words That Cause Problems

Students often miss words like:

• NOT
• EXCEPT
• LEAST
• MOST

These words change the meaning of the question.

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Good Practice for Exams

Teachers and exam writers should:

✔ use clear language
✔ avoid trick questions
✔ highlight key words
✔ use clear layouts

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3. PowerPoint Training Slides

Accessible Exam Questions

Slide 1

Accessible Exams and Dyslexia

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Slide 2

What is Dyslexia?

Dyslexia affects reading and processing written information.

Some students may miss small words in text.

---

Slide 3

Example Question

What is the capital of England?

A London
B Manchester
C Birmingham

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Slide 4

Confusing Question

What is NOT the capital of England?

If the word NOT is missed, the answer may be wrong.

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Slide 5

Why This Matters

Exams should test knowledge, not reading confusion.

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Slide 6

Accessible Exam Design

✔ clear language
✔ large text
✔ simple sentences
✔ clear layout

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4. Workbook / Activity Sheet

Activity 1

Read the question.

Which city is the capital of England?

A London
B Manchester
C Birmingham

Answer: _______

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Activity 2

Which city is NOT the capital of England?

A London
B Manchester
C Birmingham

Answer: _______

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Discussion Question

Why might someone accidentally choose London?

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5. Teacher Training Notes

Teachers should understand that some students may:

• read exam questions differently
• miss small but important words
• need clearer formatting

Good exam design improves fairness.

Accessible exams help students with:

• Dyslexia

• Dyspraxia

• Dyscalculia

• Autism Spectrum Disorder

but they also help all students.

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6. Article Version (For Awareness or Publication)

When Exam Questions Are Not Accessible

Many students with dyslexia struggle with exam papers that contain unclear wording or small print.

A common problem occurs when students miss small but important words such as “not”.

For example, a student may correctly know that London is the capital of England. However, if a question asks “Which city is not the capital?” and the word “not” is missed, the student may answer incorrectly.

This does not mean the student lacks knowledge. It means the exam question may not be accessible.

Improving exam design by using clear language, larger text, and avoiding confusing wording can make assessments fairer for students with dyslexia and other learning differences.

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7. This Can Become a Full Training Package

This topic could become a full module in your Easy Read training book.

Possible chapter title:

Accessible Exams and Assessments

This would fit perfectly with your work on:

• learning disabilities

• accessibility

• Easy Read communication

• education awareness

Training Book Section

 

Accessibility Problems in Exams for People with Dyslexia

Personal Experience Example

Some students with dyslexia find that exam questions are not always clear or accessible.

For example:

A student may read a question like this:

Question:
What is the capital of England?

A. London
B. Manchester
C. Birmingham

The student chooses London, which is correct.

However, the real question might actually say:

What is not the capital of England?

If the word “not” is small, unclear, or easy to miss, the student may misunderstand the question.

This is not because the student does not know the answer.
It happens because the question is difficult to read clearly.

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Why This Happens

Students with dyslexia can experience:

• Difficulty noticing small words like not, except, or least

• Problems with dense text or crowded pages

• Difficulty with small print

• Confusing sentence structures

These problems become worse when exam papers:

• Use small fonts

• Use long or complicated sentences

• Do not highlight important words

• Use double negatives

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Example of an Accessible Question

❌ Hard to read:

Which of the following is not the capital city of England?

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✅ More accessible:

Which city below is NOT the capital of England?

A. London
B. Manchester
C. Birmingham

(Important words clearly shown.)

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Another Better Example

London is the capital city of England.

Which city below is NOT the capital?

A. Manchester
B. London
C. Paris

This format makes the meaning clearer.

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Important Lesson for Educators

Exams should test knowledge, not reading confusion.

Accessible exam papers help ensure that students with conditions such as:

• Dyslexia

• Dyspraxia

• Dyscalculia

• Autism Spectrum Disorder

are tested fairly.

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Exam Accessibility Improvements

Good exam design includes:

✔ Clear language
✔ Large font
✔ Short questions
✔ Highlighted key words
✔ No trick wording
✔ No double negatives

Example words that often cause confusion:

• NOT

• EXCEPT

• LEAST

• MOST

These should always be clearly highlighted.

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Training Activity (Workbook Version)

Activity

Read the question.

Which one is the capital of England?

A. London
B. Manchester
C. Birmingham

Now read the next question.

Which one is NOT the capital of England?

A. London
B. Manchester
C. Birmingham

Question:

Why might someone accidentally choose London in the second question?

Answer: Because the word NOT may be easy to miss.

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PowerPoint Training Slide Example

Slide Title
Why Exam Questions Must Be Clear

Example:

Which city is NOT the capital of England?

If the word NOT is missed, the student may give the wrong answer.

The problem is the question design, not the student's knowledge.

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This Section Is Very Valuable

Your experience adds lived experience evidence, which is extremely important in disability awareness.

It shows that accessibility issues affect:

• exams

• training materials

• government documents

• healthcare information

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This Will Strengthen Your Book

We can include a special section called:

Lived Experiences of Dyslexia

Topics could include:

• Exam paper difficulties

• Missing small words like “not”

• Small print problems

• Reading pressure in exams

• Extra time and accessibility

• Stress and anxiety in testing

This would fit very well with your awareness work on learning disabilities and accessibility.

Training Versions We Can Create 1️⃣ Easy Read Teaching Book A full Easy Read guide explaining how to write Easy Read.

 

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2️⃣ Training Manual for Teachers & Professionals

More detailed explanations.

Good for:

• support workers

• teachers

• social workers

• healthcare staff

• charities

---

3️⃣ Easy Read PowerPoint Training Course

Slides for workshops.

Example slides:

• What is Easy Read?

• Why Easy Read matters

• Writing Easy Read

• Pictures and layout

• Practice exercises

---

4️⃣ Easy Read Training Module (Level 1–3)

Level 1
Introduction to Easy Read

Level 2
How to write Easy Read

Level 3
Creating full Easy Read documents

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5️⃣ Workbook / Activity Book

Exercises like:

Rewrite this sentence into Easy Read.

Match the picture to the sentence.

Choose the easiest sentence to understand.

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6️⃣ Easy Read Checklist Poster

Example:

✔ Use short sentences
✔ Use simple words
✔ Use pictures
✔ Use large font
✔ Use clear layout

---

7️⃣ Quiz / Assessment

Example questions:

What is Easy Read?

Who is Easy Read for?

Why are pictures used in Easy Read?

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This Could Also Become

• A training course

• A college module

• A workshop for organisations

• A teacher training guide

• A disability awareness resource

It could even be submitted to disability organisations like:

• Mencap

• Change People

• People First

They all promote accessible information and Easy Read.

Easy Read Training Book How to Make Easy Read Documents Purpose of the Book

 

This book teaches people how to write information in Easy Read so that more people can understand it.

Easy Read helps:

• People with learning disabilities

• People with autism

• People with dyslexia

• People with communication difficulties

• People who speak English as a second language

• People who find complex information confusing

Easy Read helps make information fair and accessible for everyone.

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Book Structure (Teaching & Training Version)

Chapter 1 – What Is Easy Read?

• What Easy Read means

• Why Easy Read is important

• Who Easy Read is for

• Examples of Easy Read information

Easy Read version
PowerPoint
Training module
Quiz

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Chapter 2 – Why Accessible Information Matters

• Communication barriers

• Inclusion and equality

• Legal rights and accessibility

• Why organisations should use Easy Read

Easy Read version
Teaching notes
PowerPoint slides
Activity sheet

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Chapter 3 – The Rules of Easy Read

How to write Easy Read:

• Use short sentences

• Use simple words

• Use large clear fonts

• Use one idea per sentence

• Use pictures or symbols

• Use clear layout and spacing

Easy Read checklist included.

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Chapter 4 – Pictures and Symbols

• Why pictures help understanding

• Using symbols (Widgit style)

• Matching pictures to text

• Avoiding confusing images

Activity: Match picture to sentence.

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Chapter 5 – Writing Easy Read Step by Step

How to convert complex text into Easy Read.

Example:

Standard text:

A learning disability is a neurological condition affecting cognitive functioning.

Easy Read version:

A learning disability affects how a person learns and understands things.

Step-by-step exercises included.

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Chapter 6 – Easy Read Layout

How to format documents:

• Large font

• Clear headings

• Plenty of space

• One idea per line

• Picture next to text

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Chapter 7 – Testing Easy Read

How to check if your Easy Read works.

Ask:

• Can people understand it?

• Are the pictures clear?

• Is the language simple?

Involve people with learning disabilities in testing.

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Chapter 8 – Easy Read in Real Life

Where Easy Read is used:

• Healthcare

• Government information

• Education

• Legal rights

• Mental health services

• Disability services

Main Text on the Booklet

 

The booklet title says:

“How to make Easy Read Books”

This suggests the booklet is a guide that teaches people how to write information in Easy Read format, which is designed to make information easier to understand for people with:

• Learning disabilities

• Intellectual disabilities

• Autism

• Dyslexia or literacy difficulties

• People who speak English as a second language

Workshop Announcement

There is a blue box on the image that says:

⭐ WORKSHOP
⭐ New session announced

An Introduction to Making Easy Read Documents

This means the organization is offering training on how to create accessible Easy Read materials.

Organization

At the bottom of the booklet there is a logo for:

• Developmental Disability WA

The logo also includes the words:

Advocacy – Knowledge – Community

This organization works to support people with developmental disabilities, especially in accessibility and inclusion.

What the Image Represents

The image is promoting:

• Training for professionals or advocates

• Learning how to create accessible documents

• Improving communication for people with disabilities

This is very similar to the type of Easy Read awareness and training you have been developing in your modules and book.

Why This Is Important

Workshops like this help organizations learn to:

• Use short sentences

• Use clear language

• Add pictures or symbols

• Use larger fonts and good spacing

All of these are key parts of Easy Read communication.

✅ This is exactly the kind of approach you have been working on with:

• Easy Read modules

• Easy Read training packages

• Easy Read PowerPoints

Chapter / Slide: Easy Read and Learning Materials

 

Key Points:

• Learning is easier with accessible materials, not just Easy Read text.

• People may need:

  • Colored paper or overlays

  • Colored pens or pencils

  • Highlighters

  • Large print or bold fonts

• Everyone has different preferences; one color or style does not suit everyone.

• Easy Read can combine text, pictures, and personalized materials to make learning easier.

• Supports learning for:

  • Dyslexia

  • ADHD

  • Autism

  • Other learning difficulties

• Teachers, tutors, or support staff should ask learners what works best for them.

• Helps students stay engaged, understand, and complete work.

Visual Ideas:

• Student using colored overlay and highlighter with Easy Read workbook

• Tutor helping a learner adjust materials

• Chapter / Slide: Cost and Availability of Materials

  Key Points:

  • Accessible learning materials can be expensive.

  • Over the years, funding for students with learning difficulties has decreased in the UK.

  • Many students have to buy their own materials:

    • Colored paper and overlays

    • Colored pens and pencils

    • Highlighters

    • Easy Read workbooks

  • Shops like W.H. Smith sell materials but can be pricey.

  • Pound shops and discount stores help, but options are limited.

  • Goal: Make materials affordable and available for everyone who needs them.

  • Teachers, tutors, and support staff should help students access materials.

  Visual Ideas:

  • Student choosing materials in a shop

  • Workstation with colored paper, pens, and Easy Read workbook

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  Slide Version (PowerPoint)

  Slide Title: Cost & Availability of Learning Materials

  • Accessible materials can be expensive

  • Funding cuts make it harder to get support

  • Some students must buy their own colored paper, pens, highlighters

  • Shops: W.H. Smith (pricey), pound shops (limited)

  • Tutors/teachers can help students access materials

  • Visual: Student with shopping basket picking learning materials

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  Word Book Integration

• Add after Chapter: Easy Read and Learning Materials

• Include your personal experience:

  • Buying your own materials

  • Limited availability at discount shops

  • How funding cuts affected access

• Emphasize the importance of affordable materials for inclusion

• hapter / Slide: Financial Barriers

  Key Points:

  • Learning materials, Easy Read books, colored paper, pens, and overlays cost money.

  • Many people on benefits in the UK cannot afford all their basic needs:

    • Food

    • Bills

    • Course materials and stationary

  • Funding cuts and low support make it harder to study or access materials.

  • Teachers, tutors, support staff, and organizations should help provide materials or funding.

  • Goal: Learning and accessibility should not depend on how much money someone has.

  Visual Ideas:

  • Person looking at a shopping basket with materials

  • Balance scale showing bills on one side, materials on the other

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  Slide Version (PowerPoint)

  Slide Title: Financial Barriers to Learning

  • Accessible materials can be expensive

  • Benefits may not cover:

    • Food

    • Bills

    • Course materials

  • Funding cuts make it harder to study

  • Tutors/teachers can help students access materials

  • Visual: Person checking shopping list with materials and bills

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  Word Book Integration

  • Add under Chapter: Cost and Availability of Materials

  • Include your experience of buying materials while on low benefits

  • Emphasize the impact of financial hardship on learning, independence, and access

  • Highlight solutions: free or subsidized materials, library support, community programs

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  PDF Version

  • Include icons for money, bills, course materials

  • High-contrast, large text, clear layout

  • Show affordable or free resource options where possible