Reading-made-easy with Smile and Learn

Reading-made-easy is a writing method.

Reading-made-easy is a writing method. 

The method is self-explanatory and for this reason it can be understood by all. 

To write easy-to-read texts, we need to pay close attention to grammar, lexis, the text layout and the illustrations.

Grammar is the study of how words are made.  Lexis is the total stock of words in a language.

 

Layout refers to the design and form of a text or image. 

The illustrations are the drawing and sketches.  

 

 

Reading-made-easy makes difficult texts easy to understand by all. 

Reading-made-easy brings the text closer to people with reading difficulties. 

Reading-made-easy is not a learning-to-read approach. 

 

Reading-made-easy caters for inclusion and communication. 

Inclusion means everyone should feel equal. 

Communication is the way we relate with one another. 

 

At Smile and Learn we are aware we want to mark a difference. 

We have created a collection of stories with difficulty levels. 

One of these levels is based on the Reading-made-easy approach. 

Reading-made-easy is a method of text writing and content creation adapted to the needs of all people, more specifically those with reading comprehension difficulties. To design easy-to-read texts, it is necessary to pay close attention to grammar, lexis and overall text layout; it’s also useful to include illustrations like demonstrative elements of the text. 

This method makes reading easier (juridical, informative, artistic or cultural texts) for people with reading comprehension difficulties related to conditions like cognitive impairment, learning difficulties or visual impairment (Vived and Molina, 2012). It is important to highlight that this method facilitates content accessibility for people with reading difficulties. it’s not a tool to teach people how to read. 

Recent evidence concludes that reading-made-easy tools possess fundamental advantages for people with reading difficulties like inclusion, elimination of communication barriers and quality of life (García, 2012). At Smile and Learn, we support diversity and for this reason we have designed a collection of stories and reading texts that can be customized to fit different linguistic competency levels. These texts have been created following key guidelines of this method. 

Content-related Guidelines

  • Narrate simple, direct actions.
  • Choose the ideas and messages you wish to pass through.
  • Describe events in chronological order.
  • Create linear-argument stories.
  • Make use of age-appropriate and cultural-background-appropriate language.
  • Include closing guidelines at the end of the text to summarize the main points. 

Language-related Guidelines

  • Form short, simple sentences, following this structure: subject+verb+complement(s)
  • Use affirmations and avoid negations.
  • Avoid the use of long or difficult to pronounce words. 
  • Avoid using abstract and symbolic diction. 
  • Use simple, but not simplistic words. 

Text Formatting Elements: 

  • Use large fonts or caps (easy-to-read fonts, without fill).
  • Include pictures and space out the text.
  • Use text-appropriate pictures, to refer to the main idea of the text. 
  • Consider including illustrations, photos or drawings depending on the target reader.
  • Use bold letters and Italics to highlight words. 

 

 Works Cited 

García, O. (2012). Lectura fácil: Métodos de redacción y evaluación. Recuperado de http://www.plenainclusion.org/sites/default/files/lectura-facil-metodos.pdf

Vived, E., y Molina, S. (2012). Lectura fácil y comprensión lectora en personas con discapacidad intelectual. Zaragoza: Prensas de la Universidad de Zaragoza.  

Almudena González 

Educational Team

 

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