Accessible writing
Start with the useful point. Let readers choose how much detail to read. Use structure to reduce reading effort while preserving the full meaning.
What supports the rules
Research reviewed on 5 October 2026. These sources support different claims and have different limits. The rules combine published guidance with editorial judgment. They do not guarantee accessibility for every reader.
| Source | Supported practice | Evidence limit |
|---|---|---|
| W3C cognitive accessibility note, 2021 | Summaries, separate instructions, clear language, and whitespace | Supplemental guidance, not a WCAG conformance requirement |
| W3C: avoid too much content | Show essential content first; make further detail available | Extra images and text can also overload readers |
| W3C: use clear words | Use familiar vocabulary and explain unfamiliar terms | Familiarity depends on the audience |
| British Dyslexia Association style guide, 2023 | Short prose, section headings, bullets, and supporting images | Specialist practice guidance, not proof of one universal layout |
| CDC Clear Communication Index | Put the main message first; group information with headings and lists | Developed for public health communication |
| Mayer and Moreno, 2003 | Segment explanations; teach component names first; remove irrelevant material | Multimedia learning research, not an ADHD-specific prose trial |
| W3C heading guidance | Descriptive headings with a logical hierarchy | Semantic structure matters beyond visual appearance |
| W3C complex-image guidance | Provide a short alternative and a fuller explanation when needed | A visual alone cannot serve every reader |
Mayer and Moreno review experiments on instructional multimedia and problem-solving transfer. Their segmentation discussion notes that the segmented group also had more study time. The authors call for further research separating segmentation from interactivity. Applying these findings to ordinary prose is an editorial inference. They support manageable explanations, without establishing a fixed paragraph count.
Defaults and limits
Use these as editing prompts. Do not score readability by counts alone.
| Default | Purpose | When to adapt |
|---|---|---|
| Answer before explanation | Make the useful point easy to find | Preserve a requested narrative reveal or required template |
| Sentences under 20 words | Reduce stacked clauses | Keep a longer sentence when splitting would obscure its meaning |
| One to three sentences per paragraph | Keep each block focused | Preserve deliberate literary rhythm and necessary context |
| Review three consecutive prose paragraphs | Notice a wall of explanation | Keep short connected prose when another format would fragment it |
| Five list items or fewer | Keep a group easy to scan | Preserve a complete sequence or reference list; group by meaning |
The numeric defaults are house rules. These sources do not establish them as universal thresholds. Neither a readability score nor a successful Skill load proves reader comprehension. Do not claim that most humans have ADHD or dyslexia. These sources do not establish that claim. Readers can need support without disclosing a diagnosis. Preferences and prior knowledge vary.
Choose a format by the reader's task
| Reader needs to | Use | Keep accessible |
|---|---|---|
| Understand a connected argument | Short prose under meaningful headings | Keep logical connections explicit |
| Scan several independent points | Bullets | Use parallel wording and short items |
| Complete actions in order | Numbered steps | Separate actions; put conditions before commands |
| Compare options on the same criteria | A small table | Label columns; avoid wide or dense cells |
| Understand relationships or branches | A diagram | Include an equivalent text explanation |
| Learn a difficult concept | A concrete example | Mark invented examples as illustrative; preserve source facts |
Never alternate formats merely to decorate a page. Every change should make finding or understanding information easier. Keep labels beside the content they explain. Do not force readers to remember distant definitions. Keep prerequisites, costs, risks, and destructive effects visible before the relevant action. Link or label optional background. Never hide information needed to choose or act safely.
If you control layout, use readable spacing and left-aligned text. Respect reader display preferences. Do not hard-code a special font or color as a universal remedy. For Markdown, use real headings, list syntax, blank lines, and labelled table columns. Avoid layout tables and emphasis that competes with the message.
Illustrative rewrite
This invented example demonstrates ordering and chunking. It is not a measured writing-quality result.
Before
To export your project, open Settings and select Export, although before doing so you should save your changes. The export includes saved changes only, and after it finishes you can download the archive. Large projects may take longer, and you can continue working while the export runs.
After
Export your project from Settings. The archive includes saved changes only.
- Save your changes.
- Open Settings and select Export.
- When the export finishes, download the archive.
Large projects may take longer. You can keep working while the export runs.
The rewrite keeps the prerequisite, scope, sequence, timing uncertainty, and permission to continue working. It moves the prerequisite before the action and separates the steps.
Final review
- Can the reader find the answer from headings and opening lines?
- Does each new term have enough context before its first use?
- Can the reader act without remembering a condition from another section?
- Does each list, table, or visual make the content easier to use?
- Did the rewrite preserve facts, qualifiers, required steps, and the author's voice?
When available, inspect the rendered result at a narrow width and check its reading order. For consequential public content, reader feedback is stronger evidence than an editor's impression. Include people with relevant reading and attention needs when testing comprehension.