Reading Level

[ecureuill]

This is a "not-end" requirement. What I want to mean is that this should be considered for any new page you create that Student can access. Also should correct the old pages.

I will use the label Feature Design Notes to this cases

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wcag: 3.1.6

When text requires reading ability more advanced than the lower secondary education level after removal of proper names and titles, supplemental content, or a version that does not require reading ability more advanced than the lower secondary education level, is available.

• to ensure that additional content is available to aid the understanding of difficult or complex text;
• to establish a testable measure indicating when such additional content is required.

Techniques

• [ ] Providing a text summary that can be understood by people with lower secondary education level reading ability
• [ ] Providing visual illustrations, pictures, and symbols to help explain ideas, events, and processes
• [ ] Providing a spoken version of the text
• [ ] Making the text easier to read
• [ ] Providing sign language versions of information, ideas, and processes that must be understood in order to use the content
  • Hand Talk services

Summary

The following steps can be used to prepare the summary:

1. Identify the most important ideas and information in the content.
2. Write one or more paragraphs that use shorter sentences and more common words to express the same ideas and information. (The number of paragraphs depends on the length of the original.)
3. Measure the readability of the summary.
4. Edit the summary. Consider dividing longer sentences into two or replacing long or unfamiliar words with shorter, more common terms.
5. Repeat steps 3 and 4 as needed.

Example: A technical article with a readable summary

An article describes a technical innovation. The first item after the title of the article is a section with the heading, “Summary." The average length of the sentences in the summary is 16 words (compared to 23 words for sentences in the article), and it uses short, common words instead of the technical jargon in the article. A readability formula is applied; the summary requires reading ability less advanced than the lower secondary education level.

spoken version of the text

Spoken versions of short texts and static text content

This method is effective for small amounts of text and for longer documents that do not change often.

1. Make a recording of someone reading the text aloud, or use a tool that converts individual documents or selected passages into synthetic speech. Choose the clearest, most attractive voice if a choice is available.
2. Save the spoken version as an audio file. Use an audio format that is widely available and supported by media players.
3. Provide a link to the audio version.
4. Identify the audio format (for example, .MP3, .WAV, .AU, etc.).
5. Provide a link to a media player that supports the format.

Spoken versions of text that changes

Server-based methods may be best when pages change often or when user choice determines text content. Some server-based tools allow users to select any text they are interested in and listen to it. Typically, the user presses a button which starts the text-to-speech conversion and reads the text aloud.

Making the text easier to read

If the text does not require reading ability more advanced than the lower secondary education level, no supplements or alternative versions are needed.

In order to reduce the complexity of the text:

1. Develop a single topic or subtopic per paragraph.
2. Use the simplest sentence forms consistent with the purpose of the content. For example, the simplest sentence-form for English consists of Subject-Verb-Object, as in John hit the ball or The Web site conforms to WCAG 2.0.
3. Use sentences that are no longer than the typical accepted length for secondary education. (Note: In English that is 25 words.)
4. Consider dividing longer sentences into two.
5. Use sentences that contain no more than two conjunction.
6. Indicate logical relationships between phrases, sentences, paragraphs, or sections of the text.
7. Avoid professional jargon, slang, and other terms with a specialized meaning that may not be clear to people.
8. Replace long or unfamiliar words with shorter, more common terms.
9. Remove redundant words, that is, words that do not change the meaning of the sentence.
10. Use single nouns or short noun-phrases.
11. Remove complex words or phrases that could be replaced with more commonly used words without changing the meaning of the sentence.
12. Use bulleted or numbered lists instead of paragraphs that contain long series of words or phrases separated by commas.
13. Make clear pronoun references and references to other points in the document.
14. Use the active voice for documents written in English and some other Western languages, unless there is a specific reason for using passive constructions. Sentences in the active voice are often shorter and easier to understand than those in the passive voice.
15. Use verb tenses consistently.
16. Use names and labels consistently.

:beetle: Tests Procedure

Summary

For each summary provided as supplemental content:

1. Measure the readability of the summary.
2. Check that the summary requires reading ability less advanced than the lower secondary education level.

Expected Results: 2 is true.

Providing visual illustrations, pictures, and symbols to help explain ideas, events, and processes

1. Identify text that discusses ideas or processes that must be understood in order to use the content.
2. Check if visual illustrations are available in the content or through links within the content.
3. Check that visual illustrations show the concepts or processes discussed in the text.

Expected Results: Checks 2 and 3 are true.

Spoken versions

1. Check if a spoken version of the content is available.

Expected Results: 1 is true.

text easier

1. Measure the readability of the text.
2. Check that the text requires reading ability less advanced than the lower secondary education level.

Expected Results: 2 is true.

Providing sign language versions

1. Identify text that discusses ideas or processes that must be understood in order to use the content.
2. Check if sign language supplements to the text are available in the content or through links within the content.
3. Check that the sign language supplements show the concepts or processes discussed in the text.

Expected Results: Checks 2 and 3 are true.

:busts_in_silhouette: Benefits

This Success Criterion may help people who:

• Have difficulty comprehending and interpreting written language (e.g., articles, instructions, or newspapers in text or braille), for the purpose of obtaining general knowledge or specific information

[github-actions[bot]]

This Feature is ready to be implemented.