Title

Guiding principles for printed education materials: Design preferences of people with aphasia

Date of this Version

2-1-2012

Document Type

Journal Article

Publication Details

Citation only.

Rose, T. A., Worrall, L. E., Hickson, L. M., & Hoffman, T. C. (2012). Guiding principles for printed education materials: Design preferences of people with aphasia. International journal of Speech-Language Pathology, 14(1), 11-23.

Access the journal

2012 HERDC submission. FoR codes: 110321; 111712; 119999

© Copyright The Speech Pathology Association of Australia Limited

ISSN

1754-9507

Abstract

The objectives of this study were to obtain the preferences of people with aphasia for the design of stroke and aphasia printed education materials (PEMs) and to compare these preferences with recommendations in the literature for developing written information for other populations. A face-to-face quantitative questionnaire was completed with 40 adults with aphasia post-stroke. The questionnaire explored preferences for: (1) the representation of numbers, (2) font size and type, (3) line spacing, (4) document length, and (5) graphic type. Most preferences (62.4%, n 146) were for numbers expressed as fi gures rather than words. The largest proportion of participants selected 14 point (28.2%, n 11) and Verdana ref (33.3%, n 13) as the easiest font size and type to read, and a preference for 1.5 line spacing (41.0%, n 16) was identified. Preference for document length was not related to the participant ’ s reading ability or aphasia severity. Most participants (95.0%, n 38) considered graphics to be helpful, with photographs more frequently reported as a helpful graphic type. The identified preferences support many of the formatting recommendations found within the literature. This research provides guiding principles for developing PEMs in preferred formats for people with aphasia.

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This document has been peer reviewed.