{"id":2213,"date":"2024-11-18T16:10:08","date_gmt":"2024-11-18T21:10:08","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/?post_type=chapter&p=2213"},"modified":"2025-05-20T14:30:09","modified_gmt":"2025-05-20T18:30:09","slug":"readable-fonts","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/chapter\/readable-fonts\/","title":{"raw":"Accessible Fonts","rendered":"Accessible Fonts"},"content":{"raw":"\"\"Choosing more readable fonts benefits all viewers and readers but can be essential for those with sight or reading impairments. Prefer sans-serif fonts in size 12 or larger for Word documents.\r\n

Who readable fonts benefit<\/h2>\r\nClean, basic fonts make content easier to read everyone, but especially for people with dyslexia or people with low-vision.\r\n\r\nThis animation shows what dyslexia\u00a0may<\/em> look like to some individuals. Accessible font choices can minimize the effect.\r\n\r\n[caption id=\"attachment_2292\" align=\"alignnone\" width=\"873\"]\"\" Dyslexia \"simulation\" animation.[\/caption]\r\n

Consult footnote[footnote]<\/p>\r\n\"Dyslexia<\/strong>, previously known as\u00a0word blindness<\/strong>, is a\u00a0learning disability ('learning difficulty' in the UK) that affects either reading or writing.\r\n\r\nDifferent people are affected to different degrees.<\/sup>\u00a0Problems may include difficulties in\u00a0spelling\u00a0words, reading quickly,\u00a0writing words, \"sounding out\" words\u00a0in the head, pronouncing words when reading aloud and understanding what one reads.\u00a0Often these difficulties are first noticed at school.<\/sup>\u00a0The difficulties are involuntary, and people with this disorder have a normal desire to\u00a0learn.\"\r\n\r\nDyslexia - Wikipedia<\/a>\r\n\r\n\u201cThe one argument for accessibility that doesn\u2019t get made nearly often enough is how extraordinarily better it makes some people\u2019s lives. How many opportunities do we have to dramatically improve people\u2019s lives just by doing our job a little better?\u201d<\/strong>\r\n\r\nSteve Krug,\u00a0Don\u2019t Make Me Think, Revisited<\/a><\/em>\r\n\r\n[\/footnote] for an unmodified version of this text.\r\n

How to ensure accessible font usage<\/h2>\r\nWord's default paragraph font (Aptos) is an accessible, readable choice.\r\n\r\nIf you want to customize Word styles<\/a> ensure you follow the accessible font best practices<\/a> in the Accessibility Handbook for Teaching and Learning.\r\n

Font Size<\/h3>\r\nEnsure body font is minimum size 12. On the\u00a0Home\u00a0<\/strong>tab choose\u00a0Font<\/strong> and\u00a0Font Size<\/strong> using the menus.\r\n\r\n\"\"\r\n\r\nNotes, page numbers, or other header and footer content can be smaller than size 12.\r\n

Font Style<\/h3>\r\n[caption id=\"attachment_700\" align=\"alignright\" width=\"250\"]\"\" Illustration highlighting the ticks on serif fonts.[\/caption]\r\n\r\nAvoid overly decorative fonts and exaggerated serifs. Serifs\u2014the small ticks and lines at the end of a character stroke\u2014can bleed together for some readers, making it harder for them to differentiate between characters and read content.\r\n\r\nPrefer sans-serif fonts like Aptos, Calibri, Franklin Gothic, Helvetica, Montserrat, or Verdana.\r\n\r\nWhen a serif font is desired, use unadorned fonts like Sitka, Times New Roman, or Cambria.\r\n\r\nAvoid excessive use of italics and bold.\r\n
<\/div>\r\n

Alignment<\/h3>\r\n\"\"Avoid long blocks of justified alignment. Prefer left-aligned text for languages that read left-to-right. Adjust alignment in the\u00a0Paragraph<\/strong> group of the\u00a0Home<\/strong> tab.\r\n

<\/a>Plain Language<\/h3>\r\n\"\"\r\n\r\nUse the Editor tool to check\u00a0reading level. Navigate to\u00a0Home > Editor\u00a0<\/strong>and select\u00a0Document Stats<\/strong>. Aim for a Flesch-Kincaid Grade Level of 7-9 for general content.\r\n\r\nPlain language helps readers:\r\n
    \r\n \t
  1. Find what they need.<\/li>\r\n \t
  2. Understand what they find.<\/li>\r\n \t
  3. Use what they\u2019ve learned.<\/li>\r\n<\/ol>\r\nConsider your audience and context. Plain language is important in welcome messages, instructions, and announcements. However, learning material like articles, technical documents, or manuals will have significantly lower readability statistics.\r\n\r\nLearn more about\u00a0plain language<\/a>.\r\n

    Double Check<\/h2>\r\nWord's Accessibility Assistant<\/a> does not check for accessible font usage. Follow the above best practices.\r\n
    \r\n

    Next<\/p>\r\n\r\n<\/header>\r\n

    \r\n\r\nMove to the next page to understand Accessible Colour<\/strong>\u00a0or select another accessibility practice to learn about<\/a>.\r\n\r\n<\/div>\r\n<\/div>","rendered":"

    \"\"Choosing more readable fonts benefits all viewers and readers but can be essential for those with sight or reading impairments. Prefer sans-serif fonts in size 12 or larger for Word documents.<\/p>\n

    Who readable fonts benefit<\/h2>\n

    Clean, basic fonts make content easier to read everyone, but especially for people with dyslexia or people with low-vision.<\/p>\n

    This animation shows what dyslexia\u00a0may<\/em> look like to some individuals. Accessible font choices can minimize the effect.<\/p>\n

    \"\"
    Dyslexia “simulation” animation.<\/figcaption><\/figure>\n

    Consult footnote[1]<\/sup><\/a> for an unmodified version of this text.<\/p>\n

    How to ensure accessible font usage<\/h2>\n

    Word’s default paragraph font (Aptos) is an accessible, readable choice.<\/p>\n

    If you want to customize Word styles<\/a> ensure you follow the accessible font best practices<\/a> in the Accessibility Handbook for Teaching and Learning.<\/p>\n

    Font Size<\/h3>\n

    Ensure body font is minimum size 12. On the\u00a0Home\u00a0<\/strong>tab choose\u00a0Font<\/strong> and\u00a0Font Size<\/strong> using the menus.<\/p>\n

    \"\"<\/p>\n

    Notes, page numbers, or other header and footer content can be smaller than size 12.<\/p>\n

    Font Style<\/h3>\n
    \"\"
    Illustration highlighting the ticks on serif fonts.<\/figcaption><\/figure>\n

    Avoid overly decorative fonts and exaggerated serifs. Serifs\u2014the small ticks and lines at the end of a character stroke\u2014can bleed together for some readers, making it harder for them to differentiate between characters and read content.<\/p>\n

    Prefer sans-serif fonts like Aptos, Calibri, Franklin Gothic, Helvetica, Montserrat, or Verdana.<\/p>\n

    When a serif font is desired, use unadorned fonts like Sitka, Times New Roman, or Cambria.<\/p>\n

    Avoid excessive use of italics and bold.<\/p>\n

    <\/div>\n

    Alignment<\/h3>\n

    \"\"Avoid long blocks of justified alignment. Prefer left-aligned text for languages that read left-to-right. Adjust alignment in the\u00a0Paragraph<\/strong> group of the\u00a0Home<\/strong> tab.<\/p>\n

    <\/a>Plain Language<\/h3>\n

    \"\"<\/p>\n

    Use the Editor tool to check\u00a0reading level. Navigate to\u00a0Home > Editor\u00a0<\/strong>and select\u00a0Document Stats<\/strong>. Aim for a Flesch-Kincaid Grade Level of 7-9 for general content.<\/p>\n

    Plain language helps readers:<\/p>\n

      \n
    1. Find what they need.<\/li>\n
    2. Understand what they find.<\/li>\n
    3. Use what they\u2019ve learned.<\/li>\n<\/ol>\n

      Consider your audience and context. Plain language is important in welcome messages, instructions, and announcements. However, learning material like articles, technical documents, or manuals will have significantly lower readability statistics.<\/p>\n

      Learn more about\u00a0plain language<\/a>.<\/p>\n

      Double Check<\/h2>\n

      Word’s Accessibility Assistant<\/a> does not check for accessible font usage. Follow the above best practices.<\/p>\n

      \n
      \n

      Next<\/p>\n<\/header>\n

      \n

      Move to the next page to understand Accessible Colour<\/strong>\u00a0or select another accessibility practice to learn about<\/a>.<\/p>\n<\/div>\n<\/div>\n

      1. <\/p>\r\n\"Dyslexia<\/strong>, previously known as\u00a0word blindness<\/strong>, is a\u00a0learning disability ('learning difficulty' in the UK) that affects either reading or writing.\r\n\r\nDifferent people are affected to different degrees.<\/sup>\u00a0Problems may include difficulties in\u00a0spelling\u00a0words, reading quickly,\u00a0writing words, \"sounding out\" words\u00a0in the head, pronouncing words when reading aloud and understanding what one reads.\u00a0Often these difficulties are first noticed at school.<\/sup>\u00a0The difficulties are involuntary, and people with this disorder have a normal desire to\u00a0learn.\"\r\n\r\nDyslexia - Wikipedia<\/a>\r\n\r\n\u201cThe one argument for accessibility that doesn\u2019t get made nearly often enough is how extraordinarily better it makes some people\u2019s lives. How many opportunities do we have to dramatically improve people\u2019s lives just by doing our job a little better?\u201d<\/strong>\r\n\r\nSteve Krug,\u00a0Don\u2019t Make Me Think, Revisited<\/a><\/em>\r\n\r\n ↵<\/a><\/li><\/ol><\/div>","protected":false},"author":1655,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2213","chapter","type-chapter","status-web-only","hentry"],"part":60,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/chapters\/2213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/wp\/v2\/users\/1655"}],"version-history":[{"count":25,"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/chapters\/2213\/revisions"}],"predecessor-version":[{"id":3249,"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/chapters\/2213\/revisions\/3249"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/parts\/60"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/chapters\/2213\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/wp\/v2\/media?parent=2213"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/pressbooks\/v2\/chapter-type?post=2213"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/wp\/v2\/contributor?post=2213"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/a11yondemand\/wp-json\/wp\/v2\/license?post=2213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}