Submitted by John Slatin
[Adopted 26 May] The primary natural language or languages of the delivery unit can be programmatically determined.
Guide to GL 3.1 L1 SC1
A mechanism for finding the expanded form of acronyms and abbreviations is available.
Guide to GL 3.1 L1 SC2
[Rejected 26 May]
A measure of the education level required to read
the content is available.
A mechanism is available for finding definitions for all words in text content.
Guide to GL 3.1 L2 SC1
A mechanism is available for identifying the natural language of each foreign passage or phrase in the content. Foreign passages or phrases are written in a language that is different from the language of the delivery unit as a whole.
Note: This requirement does not apply to individual words or phrases that have become part of the primary language of the content. This is because "correct" pronunciation of such words and phrases might confuse or distract native speakers of the content’s primary language.
Guide to GL 3.1 L2 SC2
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 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.
One or more simplified graphical illustrations.
A spoken version of the text content.
Guide to GL 3.1 L2 SC3
[Adopted 26 May] A mechanism is available for identifying specific definitions of words used in an unusual or restricted way, including idioms and jargon.
Guide to GL 3.1 L3 SC1
[Updated 25 May] A mechanism is available for finding the correct pronunciation of any word whose pronunciation cannot be determined from context.
Guide to GL 3.1 L3 SC2
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).
Guide to GL 3.1 L3 SC3
A mechanism is available to identify text that states important ideas or provides important information.
Guide to GL 3.1 L3 SC4
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.
Guide to GL 3.1 L3 SC5
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.
Guide to GL 3.1 L3 SC6
Simplified graphical illustrations are available when text presents ideas or describes processes that users must understand in order to use the content.
Guide to GL 3.1 L3 SC7
A spoken version of text content is available.
Guide to GL 3.1 L3 SC8
Signed video is available for key pages or sections of pages.
Guide to GL 3.1 L3 SC9 (in progress)
L1 SC 1: Adopted; "programmatically determined" replaces "A mechanism is available"
L1 SC3: Rejected
L3 SC1: adopted, with proviso to work on processes for testing "unusual" and "restricted"
Not yet discussed by WG: L3 SC2 (pronunciation( has been changed so that it now requires a mechanism for finding the "correct pronunciation" of "any word whose pronunciation cannot be determined from context" instead of requiring pronunciation support for "all" words in text content. This still isn't quite right: it introduces a new problem of testing whether pronunciation can be determined from context. But pronunciation support is important and I think this is better than my original proposal requiring support for all words in the content.
Several SC were rewritten to describe functional outcomes, as per LA decision and baseline analysis: L1 SC1, SC2; L2 SC1, SC2; L3 SC 1, SC2
L2 SC1 (meaning and pronunciations) is broken into two SC and the SC about pronunciation information has been moved to L3
L2 SC2 (idioms) has been moved to L3 and merged into L3 SC1. Rationale: L3 SC1 deals with words used in highly specific ways. An idiom is a word used by native speakers in a way that breaks the bounds of the dictionary definition, so I think that idioms and jargon both qualify as instances of the more general category.
L3 SC3 (statement asserting that the following list of strategies for reducing complexity has been considered) is deleted.
A number of new SC have been introduced. The primary goal was to replace L3 SC3 with meaningful and testable success criteria that would promote readability and make understanding easier for people with a range of disabilities, including reading disabilities.The new SC are:
L1 SC3: requires a description of the education level of the intended audience for the content.
L2 SC3: requires one or more alternative versions (including optional non-text alternatives) for text content that requires education level at or above 10th grade (US), 10 years in school/upper secondary level international classification.
L3 SC2: requires pronunciation information. This one was originally included in L2 SC1; has been separated from the issue of definitions and moved to L3 because it seems significantly more difficult to provide.
L3 SC4: requires a mechanism for identifying most important points in text content.
L3 SC5: requires that text on first- and second-level pages is readable at 6th grade level (US)/end of primary education international classification L3 SC6: requires that text below second-level is readable at 8th grade level (US)/late lower secondary international classification
L3 SC7: requires simplified graphical illustrations of important ideas/descritions of processes (this is an option at L2, required at L3
L3 SC8: requires spoken-word version of text content (also an option at L2 that becomes a requirement at L3
L3 SC9: requires signed video for key pages or passages