The Health Literacy Style Manual - Covering Kids & Families

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• Listen to any concerns and suggestions. • Keep them current as the project pro g re s s e s . ID E N T I F Y A CO M M U N I CAT I O N G OA L Think about the intended purpose of the material. Diff e rent pro d u c t s a re used to convey diff e rent types of information, and your choice of p roduct will depend entirely on the communication goal you want to achieve. Billboards, posters, and f l y e r s a re primarily attention-getters. <strong>The</strong>y should be more d e s i g n than t e x t and should be sparsely worded with catchy phrases, so readers can grasp the message just by scanning. Most i m p o r t a n t l y, they should display a pro m i n e n t phone number so re a d e r s can follow up and find out more. If they do their jobs well, these pieces make it possible for you to communicate with a t a rgeted audience within a broad area. P R O J E C T P L A N N I N G | 9
This example of a poster, like that on the previous page, allows the reader to get the message quickly, by virtue of its simple layout, audience-specific imagery, and prominent display of important and helpful information. 10 | THE HEALTH LITERAC Y STYLE MA NUAL
Page 1 and 2: The Health Literacy Style Manual Pr
Page 3 and 4: WR I T I N G 1 7 Write in plain lan
Page 5 and 6: C overing the cost Small-scale test
Page 7 and 8: and improving problem materials, an
Page 9 and 10: WHO ARE YOUR READERS? Nearly half o
Page 11 and 12: HOW CLIENTS “READ” HEALTH INFOR
Page 13 and 14: This is a “before and after” of
Page 15: help the rest of the team understan
Page 19 and 20: CR E AT E A LO O K A N D F E E L Al
Page 21 and 22: u n f o r t u n a t e l y, explaini
Page 23 and 24: 16 | THE HEALTH LITERAC Y STYLE MA
Page 25 and 26: vocabularies. Using common, everyda
Page 27 and 28: The left column shows words that ar
Page 29 and 30: B u r e a u c ratic language and le
Page 31 and 32: USE THE ACTIVE VOICE Write in the a
Page 33 and 34: Longer sentences are not necessaril
Page 35 and 36: Here is the revised notice. US E A
Page 37 and 38: You can improve the readability of
Page 39 and 40: This notice contains important info
Page 41 and 42: LINK NEW INFORMATION TO OLD Readers
Page 43 and 44: OF F E R H E L P TO R E A D E R S M
Page 45 and 46: CHOOSE A CLEAN DESIGN The first pag
Page 47 and 48: CHOOSING FONTS For readers with lim
Page 49 and 50: PRINT SIZE The point size of type (
Page 51 and 52: LAYOUT To lay out a page is to arra
Page 53 and 54: When the alignment is right-justifi
Page 55 and 56: CONTRAST Text is easiest to read wh
Page 57 and 58: • I t a l i c s . The contrast be
Page 59 and 60: The blue on this brochure (written
Page 61 and 62: H e a d i n g s Headings and subhea
Page 63 and 64: Be careful to write an introductory
Page 65 and 66: • Make them illustrative. Visual
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• D o n ’t print over a graphic
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This form (still in draft when we r
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The small print and difficult vocab
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Folding and mailing When you’re p
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application itself. Don’t begin t
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• Avoid using the word “optiona
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• Many readers have no context fo
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PROBLEM CHARTS AND TABLES Forms and
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This application doesn’t avoid cr
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Income charts Income charts are par
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80 | THE HEALTH LITERAC Y STYLE MA
Page 89 and 90:
d i ff e rent point of view. But fo
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a little more, and the re s e a rch
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Small-scale testing is a significan
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p rompt the participant if she’s
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TRA N S L AT I N G I S A S P E C I
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When your quality assurance person,
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Page 105:
For more information For more detai
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The Health Literacy Style Manual - Covering Kids & Families

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