Hi Folks,

The first thing that I needed to do to "rap my head" around this was create a summary of the proposal.

I am forwarding to the list incase others find it usefull
A word of caution -do not rely on this summary for understanding this proposal. For each success criteria, there is a l lot of explanation and important material  -such as when this success criteria applies that is nessisary to understand. It is just to provide an overview...

The proposal attempts to address making content understandable with the following success criteria:


Level 1 success criteria  are:

1. A mechanism is available to identify the natural language or languages of the delivery unit.
2.   A mechanism for finding the expanded form of acronyms and abbreviations is available.
3.  A description of the education level of the intended audience is available.

Level 2 success criteria are:

1. A mechanism is available for finding definitions for all words in text content. (eg - Provide a form that searches an online dictionary )
2. A mechanism is available for identifying the natural language of each foreign passage or phrase in the content. Foreign passages or phrases are passages or phrases in a language that is different from the language of the delivery unit as a whole.
3. One or more of the following alternative versions is available when text content requires the reading ability expected of native speakers who have completed at least nine years of school:
• a.    A text summary that can be read by adults with the reading ability expected of native speakers who have completed fewer than seven years of school.
• b.    One or more simplified graphical illustrations.
• c.    A spoken version of the text content.

Level 3 success criteria are:

1. A mechanism is available for determining the intended definitions of words used in an unusual or restricted way, including idioms and  jargon.
2. A mechanism is available for finding the pronunciation of all words in text content.
3. Section headings and link text are understandable when read by themselves or as a group (for example in a list of links or a table of contents).
4. A mechanism is available to identify text that states important ideas or provides important information.
5.  For delivery units at the first or second level in a set of delivery units, text content can be read by adults with the reading ability expected for native speakers who have completed fewer than seven years of school
6. 6. For delivery units below the second level in a set of delivery units, text content can be read by adults with the reading ability expected for native speakers who have completed fewer than nine years of school.
7. For delivery units below the second level in a set of delivery units, text content can be read by adults with the reading ability expected for native speakers who have completed fewer than nine years of school.
8. Simplified graphical illustrations are available when text presents ideas or describes processes that users must understand in order to use the content.
9. A spoken version of text content is available.