Written information is aphasia-friendly when it is easier to find, read, understand and use. It presents the most important message clearly, reduces unnecessary language and supports words with helpful structure, spacing or visuals.
This approach can improve everyday emails, appointment letters, instructions, menus, schedules, forms, notices and family messages. It does not mean removing important information or writing in a childish way. The goal is to make the message more accessible while respecting the reader as an adult.
There is no single format that works for every person with aphasia. Reading ability, vision, concentration, vocabulary and personal preferences vary. A useful document should therefore be treated as a starting point, tested with the person who will use it and adjusted when necessary.
What is aphasia-friendly written information?
Aphasia-friendly written information is content designed to reduce avoidable barriers for people who may have difficulty reading or processing language. It usually combines clear wording with a predictable visual structure.
An aphasia-friendly document may use:
- one main idea at a time,
- short and familiar words,
- short sentences and paragraphs,
- clear headings,
- bullet points or numbered steps,
- important keywords in bold,
- generous spacing,
- relevant pictures, icons or photographs,
- clear choices instead of broad questions,
- a simple summary of the required action.
The purpose is not to create a universal “easy” version. Aphasia affects people differently. Someone may understand familiar written words but struggle with long sentences. Another person may find pictures useful, while someone else may prefer plain text without symbols.
Whenever possible, involve the intended reader in decisions about vocabulary, layout, images and the amount of detail included.
Who may benefit from aphasia-friendly information?
Aphasia-friendly writing can be useful for a person who finds ordinary written material tiring, confusing or difficult to navigate. The need may be obvious when someone cannot read a full letter, but it may also appear in less visible ways.
A person may benefit when they:
- lose their place in long paragraphs,
- understand individual words but not the complete message,
- need more time to process written language,
- have difficulty identifying the most important information,
- struggle with dates, times, names or instructions,
- find abstract or formal language difficult,
- understand information better when words are supported by pictures,
- become tired or frustrated when reading dense text.
Accessible writing may help at home, in community groups, at work, in shops, during travel and when communicating with public services. It can support independence by making it easier for the person to review information without relying entirely on spoken explanations.
Start with the purpose of the document
Before simplifying a text, decide what the reader needs to know or do. A document becomes harder to understand when its main purpose is hidden among background details, formal introductions and repeated explanations.
Ask three questions:
- What is the main message?
- What action does the reader need to take?
- Which details are essential for that action?
For example, the purpose of an appointment message may be to communicate:
- what the appointment is for,
- the date and time,
- the location,
- what to bring,
- how to confirm or change it.
A long history of how the appointment was arranged may not belong in the main message. When background information must be included, place it after the essential details or under a separate heading.
Put the key information first
Do not make the reader search through several paragraphs to discover what is happening. Begin with a direct summary.
Instead of:
Following our previous communication and after reviewing the available arrangements, we are writing to inform you that a meeting has now been scheduled.
Write:
Your meeting is on Tuesday, 8 September.
The supporting details can follow underneath.
Use clear and direct language
Clear language makes the intended meaning easier to identify. It does not require an unnatural tone or incomplete grammar. The message should still sound respectful and appropriate for an adult reader.
Choose familiar words
Use common words when they communicate the same meaning as formal alternatives.
| Less direct | Clearer option |
|---|---|
| commence | start |
| purchase | buy |
| provide assistance | help |
| in the event that | if |
| at this point in time | now |
| prior to your visit | before your visit |
Some specialist words cannot be removed. When an unfamiliar term is necessary, explain it immediately in plain language.
Keep sentences focused
A sentence becomes harder to follow when it contains several actions, conditions or time references. Divide long sentences into separate statements.
Instead of:
Please complete the attached form, remembering to include your reference number, and return it by Friday unless you have already provided this information during your previous visit.
Write:
Please complete the attached form.
Add your reference number.
Return the form by Friday.
You do not need to return it if you gave us this information during your last visit.
Use active sentences
Active wording usually makes it clearer who is responsible for an action.
Instead of:
The form should be returned to the office.
Write:
Please return the form to the office.
Avoid unnecessary figures of speech
Idioms, sarcasm and indirect expressions can make the intended meaning less certain. A phrase such as “drop me a line” may be less clear than “send me a message.”
Use literal wording when the reader needs to understand an instruction, date, choice or safety-related message.
Use specific information
Words such as “soon,” “later” and “over there” depend heavily on context. Specific information is often easier to use.
- Replace “Come back later” with “Come back at 3:00 p.m.”
- Replace “Bring the usual documents” with a list of the documents.
- Replace “Meet me there” with the name and address of the location.
Organize information for easy scanning
A reader may not process a document from beginning to end in one attempt. A strong visual structure helps the person locate the relevant section and return to it later.
Use informative headings
A heading should describe the information underneath it. Headings such as “What to bring,” “Where to go” and “How to reply” are more useful than vague labels such as “Additional information.”
Break instructions into steps
Use a numbered list when the order matters.
- Open the envelope.
- Read the first page.
- Sign your name in the marked box.
- Put the form in the return envelope.
- Post it by Friday.
Use bullet points when the order does not matter, such as a list of items to bring.
Keep related information together
Do not separate a date from its event or place a response deadline far away from the response instructions. Information that belongs together should appear in the same section.
A practical appointment box may contain:
- Event: Community group meeting
- Date: Thursday, 10 September
- Time: 2:00 p.m.
- Place: Green Room, Central Library
- Bring: Your membership card
Repeat critical details when useful
Unnecessary repetition creates clutter, but repeating a deadline or location beside the required action may prevent confusion. The test is whether the repetition helps the reader use the information.
Make the text physically easier to read
Clear wording can still be difficult to read when the page is crowded, the type is small or the contrast is weak. Visual presentation is part of accessibility, not decoration added after the writing is finished.
Guidance from organizations working with people with aphasia commonly recommends clear fonts, larger text, short sections, headings, bullet points and sufficient white space. The Stroke Association’s accessible information guidelines provide additional guidance for producing written materials.
Choose a clear typeface
Use a familiar, readable font. Avoid decorative lettering, very narrow characters and long sections written in italics or capital letters.
Test the text at its final size. A document that looks readable on a large computer screen may become difficult after printing or viewing on a phone.
Use enough space
White space separates ideas and gives the reader visible places to pause. Use space:
- between paragraphs,
- around headings,
- between items in a form,
- around pictures and icons,
- between separate choices.
Avoid filling every available part of the page. A shorter document spread across two clear pages may be more usable than one crowded page.
Use strong contrast
Dark text on a plain, light background is often the clearest option. Avoid placing words over photographs, patterns or textured backgrounds.
Do not communicate meaning through color alone. A person should not need to distinguish red from green to know which option to choose.
Highlight only the most important words
Bold text can draw attention to a date, place, action or deadline. When most of a paragraph is bold, nothing stands out.
For example:
Please return the form by Friday, 11 September.
Keep the layout consistent
Use the same heading style, date format, symbols and section order throughout a document. Consistency reduces the need to learn a new layout on every page.
Use pictures and symbols carefully
A relevant picture may reinforce a written word, identify a location or make a choice easier to recognize. However, pictures are not automatically easier than words.
An image may be unhelpful when it is:
- decorative rather than informative,
- too detailed,
- ambiguous,
- unfamiliar to the reader,
- childish in style,
- used without a written label,
- surrounded by visual clutter.
Use images that directly support the message
A photograph of the actual building may be more useful than a generic icon when explaining where an event will take place. A picture of the person’s own bus pass may be clearer than an abstract transport symbol.
Pair an image with a written keyword whenever that combination helps. This gives the reader two routes to the same information.
Do not assume that every person prefers pictures
Some people recognize written words more easily than symbols. Others may prefer real photographs, simple drawings or objects. Test the format instead of relying on a generic template.
For situations in which the person needs to select words or pictures during a conversation, a personalized communication board for aphasia may provide more flexible support than a standard document.
Aphasia-friendly writing examples: before and after
Example 1: Appointment message
Before:
We are contacting you regarding your forthcoming appointment, which has been arranged for the afternoon of September 14 at our main office. Please ensure that you arrive approximately fifteen minutes in advance and bring the correspondence previously sent to you together with an appropriate form of photographic identification.
After:
Your appointment
- Date: Monday, 14 September
- Time: 2:00 p.m.
- Arrive: 1:45 p.m.
- Place: Main Office
Please bring:
- the letter we sent you,
- photo identification.
Example 2: Family message
Before:
We thought it might be nice to have everyone over next weekend, although we have not made a final decision about whether Saturday or Sunday would be more convenient, so let us know what you think when you get a chance.
After:
We would like to have a family lunch next weekend.
Which day is better for you?
- Saturday
- Sunday
You can point to a day or send us the word.
Example 3: Community event notice
Before:
Participants are advised that due to circumstances beyond the organizers’ control, the venue originally designated for the forthcoming event will no longer be available and alternative arrangements have therefore been made.
After:
The meeting place has changed.
New place: Central Library
Room: Green Room
Date: Thursday, 10 September
Time: 2:00 p.m.
Example 4: Household instruction
Before:
Before leaving the house, please remember that the parcel will need to be placed near the front entrance so that it can be collected when the delivery driver arrives later in the day.
After:
Parcel collection today
- Put the parcel by the front door.
- Do this before 12:00 noon.
- The driver will collect it this afternoon.
How to adapt different types of written information
Emails and text messages
Begin with the subject of the message. Keep different questions on separate lines and make the requested response clear.
A useful structure is:
- why you are writing,
- the essential information,
- one clear question or action,
- the response deadline, if there is one.
Avoid sending several unrelated questions in one message. When possible, offer two or three clear choices.
Calendars and schedules
Use one consistent date format. Pair each date with the activity, time and location. Avoid unexplained abbreviations.
For example:
| Day | Time | Activity | Place |
|---|---|---|---|
| Monday | 10:00 a.m. | Coffee with Sam | Home |
| Wednesday | 2:00 p.m. | Community group | Central Library |
| Friday | 11:30 a.m. | Shopping | Town Center |
Forms
Forms can be difficult because they combine instructions, personal details, choices and unfamiliar vocabulary. Improve accessibility by:
- placing one question in each section,
- providing enough room for the answer,
- using clear labels,
- showing an example when the required format is unclear,
- separating optional questions from required questions,
- explaining what will happen after the form is submitted.
Do not complete a form for the person without involving them. Offer support while preserving their decisions and privacy.
Menus and choice lists
Group related items together and avoid presenting too many options on one page. Use familiar names, clear prices and relevant pictures when helpful.
For a personal choice list, include the options the person actually uses. Removing irrelevant choices may be more helpful than creating a large collection.
Instructions
Begin each step with an action word. Keep one action in each step and present the steps in the correct order.
When a task involves an object, a photograph of the actual object may support the written instruction. Test the complete instructions by following them exactly as written.
Public signs and notices
A sign should communicate one main message quickly. Use a direct heading, a recognizable symbol and a clear action.
Examples include:
- Entrance closed — use the door on the left.
- Meeting upstairs — take the elevator to Floor 2.
- Please wait here.
How to check understanding respectfully
Do not assume that a document is understood simply because the person has read it, nodded or said yes. At the same time, avoid turning the interaction into a test.
Instead of asking only, “Do you understand?”, use a specific and supportive check.
You might say:
- “The meeting is on Thursday. Can you show me Thursday on the calendar?”
- “Would you like me to explain any part again?”
- “Should I write the main date on a separate card?”
- “Which place are we going to?”
- “Do you want the short version or the detailed version?”
Give the person time to respond through speech, writing, pointing, gesture or another method. If the message remains unclear, try a different format rather than repeating the same explanation more loudly.
For broader everyday conversation support, see these conversation starters for family and friends.
Offer more than one way to access the information
A written document may be supported by:
- a calm spoken explanation,
- a short summary page,
- a calendar entry,
- a photograph or map,
- a voice recording,
- a communication app,
- a printed card containing the key details.
Digital tools may be useful when the person prefers information that can be enlarged, heard aloud or stored on a phone. The guide to apps for aphasia explains several ways technology can support everyday communication.
Common mistakes when creating aphasia-friendly information
Making the text childish
Simple writing should still discuss adult topics in an adult voice. Avoid childish illustrations, patronizing instructions and unnecessary simplification of the person’s choices.
Removing essential information
Accessibility does not mean leaving out risks, conditions, costs or deadlines. Keep necessary information, but divide it into manageable sections and explain difficult terms.
Using too many pictures
A page filled with unrelated icons may increase visual searching. Use an image only when it clarifies a word, action, choice, person or place.
Using vague headings
Headings such as “Important information” do not tell the reader what the section contains. Prefer headings such as “What to bring” or “How to cancel.”
Writing everything in capital letters
Capital letters can make words harder to recognize and may appear as though the writer is shouting. Use normal capitalization and reserve bold text for key details.
Putting too much information on one page
A single-page document is not automatically easier. Divide content when the page becomes crowded or the reader needs to manage several separate tasks.
Creating the material without the reader
A document may follow every general guideline and still be unsuitable for a particular person. Ask what helps, observe how the material is used and revise it.
Using accessible formatting but complicated language
Large text and generous spacing cannot compensate for long, abstract sentences. Language, structure and presentation must work together.
Depending on one communication method
Written information should support communication, not replace every other method. A person may combine reading with speech, gestures, drawing, pictures or a personalized printable communication book.
Aphasia-friendly writing checklist
Use this checklist before sharing an email, letter, form, instruction sheet or notice.
Message
- Is the main purpose clear at the beginning?
- Is the required action easy to identify?
- Are dates, times, names and places specific?
- Have unnecessary details been removed or moved to a later section?
Language
- Are the words familiar and direct?
- Does each sentence focus on one main idea?
- Are specialist terms explained?
- Have idioms and vague expressions been avoided?
- Does the wording sound respectful and adult?
Structure
- Does each section have an informative heading?
- Are ordered instructions presented as numbered steps?
- Are lists used instead of dense paragraphs where appropriate?
- Is related information kept together?
Presentation
- Is the typeface clear?
- Is the text large enough in its final format?
- Is there enough space around sections and choices?
- Is the contrast strong?
- Are only the most important words highlighted?
Pictures
- Does each picture support a specific message?
- Is the image familiar and easy to recognize?
- Does it have a written label when needed?
- Have unnecessary decorative images been removed?
Testing
- Has the intended reader been involved?
- Can the person find the main information?
- Can they identify what happens next?
- Is another format available when written text is not enough?
Frequently asked questions
What does aphasia-friendly mean?
Aphasia-friendly describes communication designed to reduce language barriers for people with aphasia. In written materials, this may involve clear wording, short sections, helpful headings, sufficient spacing and relevant visual support.
What font is best for aphasia-friendly information?
There is no single font that works for everyone. A clear, familiar typeface without decorative details is usually a practical choice. The final size, spacing and contrast are as important as the name of the font.
Should aphasia-friendly writing use only short words?
No. Familiar and precise words are more important than choosing the shortest possible word. A longer familiar word may be clearer than a short technical abbreviation. Necessary terms can be included with a plain-language explanation.
Are pictures always helpful for people with aphasia?
No. Some people benefit from photographs, symbols or drawings, while others prefer written words. Abstract or unfamiliar pictures may create confusion. Images should be relevant, clearly labeled when necessary and tested with the intended reader.
How long should an aphasia-friendly document be?
It should be long enough to include the necessary information and no longer than needed. A clear two-page document may be easier to use than a crowded single page. Longer materials should include headings, short sections and a summary of key actions.
Can I use aphasia-friendly writing in an email?
Yes. State the purpose in the first line, separate questions, use short paragraphs and highlight important dates or actions. When asking for a decision, provide a small number of clear choices.
Is plain language the same as aphasia-friendly information?
Plain language is an important part of aphasia-friendly writing, but it may not be enough on its own. Aphasia-friendly information may also require visual structure, more spacing, pictures, written choices and personalized support.
Should I create one standard template for everyone?
A standard template can provide a useful starting structure, but it should not replace individual testing. People with aphasia differ in reading ability, visual preferences, vocabulary, interests and the amount of information they can comfortably process.
Clear information supports participation
Aphasia-friendly written information should help a person understand what is happening, locate the important details and make their own decisions. The strongest materials are clear without being patronizing, structured without being rigid and simple without removing meaning.
Begin with the purpose. Put the key message first. Use direct language, visible sections and enough space. Add pictures only when they clarify the information. Most importantly, involve the person who will use the material.
A document does not need to be perfect on its first version. Test it in a real situation, notice where the reader hesitates and change what is not working. Small improvements to a message, form or instruction sheet can make everyday information more accessible and easier to use.