ISO/IEC 23859:2023
(Main)Information technology — User interfaces — Requirements and recommendations on making written text easy to read and understand
Information technology — User interfaces — Requirements and recommendations on making written text easy to read and understand
This document provides requirements and recommendations on all written text so that it is easy to read and understand in any user interface, regardless of its format. This document addresses the process of creation, adaptation and evaluation of written text that is easy to read and understand. This document does not consider devices or transmission mechanisms used to deliver written text. It does not provide language-specific guidance.
Technologies de l’information — Interfaces utilisateur — Exigences et recommandations pour rendre un texte écrit facile à lire et à comprendre
Le présent document fournit des exigences et recommandations concernant tous les textes écrits afin de les rendre faciles à lire et à comprendre au sein de n’importe quelle interface utilisateur, quel que soit le format utilisé. Le présent document aborde le processus de création, d’adaptation et d’évaluation d’un texte écrit facile à lire et à comprendre. Le présent document ne prend pas en compte les dispositifs ou mécanismes de transmission utilisés pour produire du texte écrit. Il ne fournit pas de recommandations spécifiques concernant le langage.
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INTERNATIONAL ISO/IEC
STANDARD 23859
First edition
2023-07
Information technology — User
interfaces — Requirements and
recommendations on making written
text easy to read and understand
Technologies de l’information — Interfaces utilisateur — Exigences
et recommandations pour rendre un texte écrit facile à lire et à
comprendre
Reference number
ISO/IEC 23859:2023(E)
© ISO/IEC 2023
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ISO/IEC 23859:2023(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2023
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
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ISO/IEC 23859:2023(E)
Contents Page
Foreword .v
Introduction . vi
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
3.1 General terms . 1
3.2 Format and modality related terms . 2
3.3 Process related terms . 3
4 Framework . 3
4.1 Motivation . 3
4.2 Different approaches for providing easy content . 3
4.3 User considerations . 4
4.4 Language considerations . 4
4.5 Formats . 5
4.6 Functions . 5
4.7 Multimodality . 5
4.8 Technology . 6
5 Considerations and processes . 6
5.1 General considerations. 6
5.2 Creation process. 6
5.3 Adaptation process . 7
5.4 Evaluation process . 7
5.4.1 General . 7
5.4.2 Technical evaluation . 7
5.4.3 User evaluation . 7
6 Requirements and recommendations on language in written text .9
6.1 General considerations. 9
6.2 Vocabulary. 9
6.3 Numbers . 10
6.4 Abbreviations . 10
6.5 Spelling . 10
6.6 Punctuation . 10
6.7 Compound words . 11
6.8 Grammar . 11
6.9 Sentences . 11
6.10 Style . 11
6.11 Implied meaning . 12
7 Requirements and recommendations on content presentation .12
7.1 General considerations.12
7.2 Layout . 12
7.2.1 Structure . 12
7.2.2 Headings . 13
7.2.3 Text justification .13
7.2.4 Lines and spacing . .13
7.2.5 Columns and margins . 14
7.2.6 Page numbers and orientation . 14
7.2.7 Fonts . 14
7.2.8 Contrast . 15
7.2.9 Paper quality .15
7.2.10 Colours . . .15
7.2.11 Other elements .15
7.3 Non-verbal paratextual elements . 15
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ISO/IEC 23859:2023(E)
7.3.1 General .15
7.3.2 Images . 15
7.3.3 Other graphical elements . 16
7.4 Verbal paratextual elements . 16
7.4.1 General . 16
7.4.2 Table of contents . 16
7.4.3 Gloss . 16
7.4.4 Glossary . 17
7.4.5 Summaries . 17
7.4.6 Pre- and post-reading activities . 17
7.5 Written text on audiovisual formats . 17
8 Guidance on the audio alternative of written text .17
8.1 General considerations. 17
8.2 Narration . 18
8.3 Pronunciation, accentuation, and speech pauses . 18
8.4 Narration styles . 18
8.5 Reading speed . 18
8.6 Audio quality . 18
8.7 Volume. 19
8.8 Natural speech in text-to-speech technology (TTS) . 19
9 Guidance on hybrid access services .19
10 Guidance on identifying and accessing easy content .19
11 Guidance on the procurement of easy content .20
Bibliography .21
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ISO/IEC 23859:2023(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are
members of ISO or IEC participate in the development of International Standards through technical
committees established by the respective organization to deal with particular fields of technical
activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international
organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the
work.
The procedures used to develop this document and those intended for its further maintenance
are described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria
needed for the different types of document should be noted. This document was drafted in
accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives or
www.iec.ch/members_experts/refdocs).
ISO draws attention to the possibility that the implementation of this document may involve the use
of (a) patent(s). ISO takes no position concerning the evidence, validity or applicability of any claimed
patent rights in respect thereof. As of the date of publication of this document, ISO had not received
notice of (a) patent(s) which may be required to implement this document. However, implementers are
cautioned that this may not represent the latest information, which may be obtained from the patent
database available at www.iso.org/patents. ISO shall not be held responsible for identifying any or all
such patent rights.
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see
www.iso.org/iso/foreword.html. In the IEC, see www.iec.ch/understanding-standards.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 35, User interfaces.
A list of all parts in the ISO/IEC 23859 series can be found on the ISO and IEC websites.
Any feedback or questions on this document should be directed to the user’s national standards
body. A complete listing of these bodies can be found at www.iso.org/members.html and
www.iec.ch/national-committees.
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ISO/IEC 23859:2023(E)
Introduction
Written text can be printed or digital (or a combination of both) and can be found in different types of
content and environments.
Written text can also be found in audiovisual formats.
Written text generally relies on visual perception, but there are also tactile writing systems such as
Braille.
This document adopts a universal design perspective. Written text should be created and presented in
ways that allow the widest range of people to access it. Universal design shall not exclude adaptation
and assistive technologies for particular groups where needed.
This document takes into consideration:
— the various needs and preferences of diverse users,
— the different approaches to the concept of easy to read and understand, and
— a multimodal concept of text, which is a combination of two or more modalities, such as written text,
visual elements and audio.
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INTERNATIONAL STANDARD ISO/IEC 23859:2023(E)
Information technology — User interfaces —
Requirements and recommendations on making written
text easy to read and understand
1 Scope
This document provides requirements and recommendations on all written text so that it is easy to
read and understand in any user interface, regardless of its format.
This document addresses the process of creation, adaptation and evaluation of written text that is easy
to read and understand.
This document does not consider devices or transmission mechanisms used to deliver written text. It
does not provide language-specific guidance.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1 General terms
3.1.1
easy-to-understand language
any language variety which enhances comprehensibility
Note 1 to entry: Easy-to-understand language includes plain language (3.1.2), easy language (3.1.3) and any
intermediate variety. These varieties share many recommendations, but the extent of comprehensibility is
different as they address different user needs.
3.1.2
plain language
language variety whose wording, structure and design are so clear that the intended readers can easily
find what they need, understand what they find and use that information
[2]
Note 1 to entry: The International Plain Language Federation defines plain language as a communication
in which wording, structure and design are so clear that the intended readers can easily find what they need,
understand what they find, and use that information. In this document, plain language is defined as a language
variety for the reasons expressed in Note 1 to entry 3.1.1.
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ISO/IEC 23859:2023(E)
3.1.3
easy language
language variety in which a set of recommendations regarding wording, structure, design and
evaluation (3.3.3) are applied to make information accessible to people with reading comprehension
difficulties for any reason
Note 1 to entry: Easy language is often referred to as “easy-to-read”, but in this document the term “easy
language” is preferred as it can be applied not only to written content which is read but also to oral or multimodal
(3.2.4) content.
3.1.4
universal design
design of products, environments, programmes and services to be usable by all people, to the greatest
extent possible, without the need for adaptation (3.3.2) or specialized design
Note 1 to entry: Universal design shall not exclude assistive devices for particular groups or persons with
disabilities where this is needed.
Note 2 to entry: Terms such as universal design, accessible design, design for all, barrier-free design, inclusive
design and transgenerational design are often used interchangeably with the same meaning.
[SOURCE: United Nations Convention on the Rights of Persons with Disabilities, Art. Two [17],
[15]
modified — Note 2 to entry has been added]
3.1.5
diverse users
individuals with differing abilities and characteristics or accessibility needs
[SOURCE: ISO/IEC 30071-1:2019, 3.2.2]
3.2 Format and modality related terms
3.2.1
audiovisual
combining sound and image
Note 1 to entry: Adapted from ISO 14641:2018, 3.8.
3.2.2
glossary
alphabetical list of words or expressions with their definitions
Note 1 to entry: The definition can also include an example.
Note 2 to entry: These words or expressions are selected because understanding them is fundamental to
understanding the content.
3.2.3
gloss
brief explanatory note of a word or expression that is positioned close to the word or expression being
defined
Note 1 to entry: These words or expressions are selected because understanding them is fundamental to
comprehending the content.
Note 2 to entry: A gloss can include an example.
3.2.4
multimodal
combining more than one semiotic mode
Note 1 to entry: Semiotic modes include all forms of verbal content (e.g. written text or audio text) and nonverbal
content (e.g. images and graphs) in a certain context of use.
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ISO/IEC 23859:2023(E)
3.2.5
paratextual elements
verbal and graphical elements, including images, that complement a written text in order to enhance
comprehension
3.3 Process related terms
3.3.1
creation
process in which a written text is created originally in a way that is easy to read and understand
3.3.2
adaptation
process in which a source written text is changed into a text that is easy to read and understand
3.3.3
evaluation
process to determine whether content is easy to read and understand
Note 1 to entry: This process should be iterative and include not only a technical evaluation by experts but also,
and most importantly, an evaluation with end users.
3.3.4
procurement
process which creates, manages and fulfils contracts relating to the provision of easy-to-understand
(3.1.1) written texts
Note 1 to entry: Adapted from ISO 10845-1:2020, 3.24.
4 Framework
4.1 Motivation
Written text can be used for various purposes, such as to inform, instruct, educate or entertain readers.
Written text can be found in many types of content in our society. However, written text is not always
easy to read or understand.
Reading is generally defined as a complex activity associated with two main processes: decoding and
language comprehension. Some users can decode written texts but cannot understand its meaning.
Other users cannot decode the written text but can understand its meaning if provided by alternative
means.
Decoding and understanding of written text depends on the users’ ability to perceive the written text
before decoding and language comprehension can take place. Good design makes perception easier, i.e.
a clear layout with the purpose of making the text easier for the reader.
In daily life, reading sometimes can only seem related to the process of decoding. To highlight the
importance of both decoding and language comprehension, the term “easy to read and understand” is
used to refer to any language variety enhancing understanding.
All users, regardless of their differing abilities, should be able to access written text in all types of
content and in any user interface, regardless of its format. Access can be provided by alternative means.
Users will not be able to exercise their right to participate in society fully and effectively if they cannot
access content.
4.2 Different approaches for providing easy content
Plain language and easy language are two language varieties which enhance comprehensibility.
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ISO/IEC 23859:2023(E)
Many recommendations are shared among plain language and easy language, but they also have their
own specificities. This document includes shared recommendations and comments on what is only
relevant for one of the varieties.
By considering different approaches, this document aims to make written text accessible to the widest
possible user population.
4.3 User considerations
Users need easy content for different reasons.
User needs vary depending
— on the circumstances in which the interaction takes place, i.e. reading comprehension can be
compromised in a stressful situation or when learning a foreign language,
— on the context in which the human-machine interaction takes place. i.e. reading comprehension can
be challenging for a first-time user of an interface, or in a problem-solving situation related to an
interface,
— on, e.g. different abilities, cognitive and linguistic difficulties, ageing or low literacy levels, and
— on the users’ previous knowledge, interest for a topic, and the textual context.
4.4 Language considerations
Language structure and writing systems vary between languages and cultures. Therefore, the specific
language features that make written text easy can change depending on the language and the writing
system. Similarly, there can be cultural and format differences in the ways written text is presented to
users.
This document does not provide language-specific guidance but addresses aspects shared between
languages and cultures.
National standards and recommendations should consider language-specific features.
[14]
EXAMPLE 1 UNE 153101:2018 EX provides language-specific recommendations for Spanish.
Easy-to-understand written texts can be found in different language situations. Written texts can be
— created in easy-to-understand language A,
— created in easy-to-understand language A and then translated into easy-to-understand language B,
— created in language A and then may be adapted into an easy-to-understand text in the same language
A, and
— created in a language A and then translated into an easy-to-understand language B.
EXAMPLE 2 A written text can be created in easy-to-understand Slovenian.
EXAMPLE 3 A written text can be created in easy-to-understand Slovenian and then translated into easy-to-
understand Hindi.
EXAMPLE 4 A written text can be created in Slovenian and then adapted into easy-to-understand Slovenian.
EXAMPLE 5 A written text can be created in Slovenian and then translated into easy-to-understand Hindi.
Easy-to-understand written texts can be a useful step for interpreting into sign language.
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ISO/IEC 23859:2023(E)
4.5 Formats
Written text can be found in printed formats.
EXAMPLE 1 A book, a newspaper and a leaflet contain written text.
Written text can be found in digital formats.
EXAMPLE 2 E-books an
...
NORME ISO/IEC
INTERNATIONALE 23859
Première édition
2023-07
Technologies de l’information —
Interfaces utilisateur — Exigences
et recommandations pour rendre un
texte écrit facile à lire et à comprendre
Information technology — User interfaces — Requirements
and recommendations on making written text easy to read and
understand
Numéro de référence
ISO/IEC 23859:2023(F)
© ISO/IEC 2023
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ISO/IEC 23859:2023(F)
DOCUMENT PROTÉGÉ PAR COPYRIGHT
© ISO/IEC 2023
Tous droits réservés. Sauf prescription différente ou nécessité dans le contexte de sa mise en œuvre, aucune partie de cette
publication ne peut être reproduite ni utilisée sous quelque forme que ce soit et par aucun procédé, électronique ou mécanique,
y compris la photocopie, ou la diffusion sur l’internet ou sur un intranet, sans autorisation écrite préalable. Une autorisation peut
être demandée à l’ISO à l’adresse ci-après ou au comité membre de l’ISO dans le pays du demandeur.
ISO copyright office
Case postale 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Genève
Tél.: +41 22 749 01 11
Fax: +41 22 749 09 47
E-mail: copyright@iso.org
Web: www.iso.org
Publié en Suisse
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ISO/IEC 23859:2023(F)
Sommaire Page
Avant-propos .v
Introduction . vi
1 Domaine d’application . 1
2 Références normatives .1
3 Termes et définitions . 1
3.1 Termes généraux . 1
3.2 Termes relatifs au format et à la modalité . 2
3.3 Termes relatifs au processus . 3
4 Cadre . 3
4.1 Motivations . 3
4.2 Différentes approches concernant la fourniture de contenus faciles . 4
4.3 Considérations liées à l’utilisateur . 4
4.4 Considérations liées au langage . 4
4.5 Formats . 5
4.6 Fonctions. 5
4.7 Multimodalité . 6
4.8 Technologies . 6
5 Considérations et processus .6
5.1 Considérations générales . 6
5.2 Processus de création . 7
5.3 Processus d’adaptation . 7
5.4 Processus d’évaluation . 8
5.4.1 Généralités . 8
5.4.2 Évaluation technique . 8
5.4.3 Évaluation par les utilisateurs . 8
6 Exigences et recommandations relatives au langage utilisé dans le texte écrit .10
6.1 Considérations générales . 10
6.2 Vocabulaire . 10
6.3 Nombres . 11
6.4 Abréviations. 11
6.5 Orthographe . 11
6.6 Ponctuation . 11
6.7 Mots composés . 11
6.8 Grammaire .12
6.9 Phrases .12
6.10 Style . 12
6.11 Signification implicite .12
7 Exigences et recommandations relatives à la présentation du contenu .13
7.1 Considérations générales . 13
7.2 Mise en page . 13
7.2.1 Structure . 13
7.2.2 Titres et sous-titres . 14
7.2.3 Alignement du texte . 14
7.2.4 Lignes et espacements . . 14
7.2.5 Colonnes et marges . 15
7.2.6 Numérotation et orientation des pages . 15
7.2.7 Polices . 15
7.2.8 Contraste . 16
7.2.9 Qualité du papier . 16
7.2.10 Couleurs . 16
7.2.11 Autres éléments. 16
7.3 Éléments paratextuels non-verbaux . 17
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ISO/IEC 23859:2023(F)
7.3.1 Généralités . 17
7.3.2 Images . 17
7.3.3 Autres éléments graphiques . 17
7.4 Éléments paratextuels verbaux . 17
7.4.1 Généralités . 17
7.4.2 Table des matières . 18
7.4.3 Glose . 18
7.4.4 Glossaire . 18
7.4.5 Résumés . 18
7.4.6 Activités proposées avant et après la lecture. 18
7.5 Texte écrit sur des formats audiovisuels . 19
8 Recommandations relatives au format audio alternatif d’un texte écrit .19
8.1 Considérations générales . 19
8.2 Narration . 19
8.3 Prononciation, accentuation et pauses dans le discours. 19
8.4 Styles de narration . 20
8.5 Vitesse de lecture .20
8.6 Qualité audio . 20
8.7 Volume. 20
8.8 Discours naturel avec une technologie de synthèse vocale . 20
9 Recommandations relatives aux services d’accès hybrides .21
10 Recommandations relatives à l’identification et à l’accès au contenu facile .21
11 Recommandations relatives à l’achat de contenus faciles .21
Bibliographie .22
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ISO/IEC 23859:2023(F)
Avant-propos
L’ISO (Organisation internationale de normalisation) et l’IEC (Commission électrotechnique
internationale) forment le système spécialisé de la normalisation mondiale. Les organismes
nationaux membres de l’ISO ou de l’IEC participent au développement de Normes internationales
par l’intermédiaire des comités techniques créés par l’organisation concernée afin de s’occuper des
domaines particuliers de l’activité technique. Les comités techniques de l’ISO et de l’IEC collaborent
dans des domaines d’intérêt commun. D’autres organisations internationales, gouvernementales et non
gouvernementales, en liaison avec l’ISO et l’IEC, participent également aux travaux.
Les procédures utilisées pour élaborer le présent document et celles destinées à sa mise à jour
sont décrites dans les Directives ISO/IEC, Partie 1. Il convient en particulier de prendre note des
différents critères d’approbation requis pour les différents types de documents. Le présent document
a été rédigé conformément aux règles de rédaction données dans les Directives ISO/IEC, Partie 2
(voir www.iso.org/directives ou www.iec.ch/members_experts/refdocs).
L’ISO attire l’attention sur le fait que la mise en application du présent document peut entraîner
l’utilisation d’un ou de plusieurs brevets. L’ISO ne prend pas position quant à la preuve, à la validité
et à l’applicabilité de tout droit de brevet revendiqué à cet égard. À la date de publication du présent
document, l’ISO n'avait pas reçu notification qu’un ou plusieurs brevets pouvaient être nécessaires à sa
mise en application. Toutefois, il y a lieu d’avertir les responsables de la mise en application du présent
document que des informations plus récentes sont susceptibles de figurer dans la base de données de
brevets, disponible à l'adresse www.iso.org/brevets. L’ISO ne saurait être tenue pour responsable de ne
pas avoir identifié tout ou partie de tels droits de propriété.
Les appellations commerciales éventuellement mentionnées dans le présent document sont données
pour information, par souci de commodité, à l’intention des utilisateurs et ne sauraient constituer un
engagement.
Pour une explication de la nature volontaire des normes, la signification des termes et expressions
spécifiques de l’ISO liés à l’évaluation de la conformité, ou pour toute information au sujet de l’adhésion
de l’ISO aux principes de l’Organisation mondiale du commerce (OMC) concernant les obstacles
techniques au commerce (OTC), voir le lien suivant: www.iso.org/iso/fr/avant-propos. Pour l’IEC, voir
www.iec.ch/understanding-standards.
Le présent document a été élaboré par le comité technique mixte ISO/IEC JTC 1, Technologies de
l’information, sous-comité SC 35, Interfaces utilisateur.
Une liste de toutes les parties de la série ISO/IEC 23859 peut être consultée sur les sites web de l’ISO et
de l’IEC.
Il convient que l’utilisateur adresse tout retour d’information ou toute question concernant le présent
document à l’organisme national de normalisation de son pays. Une liste exhaustive desdits organismes
se trouve à l’adresse www.iso.org/members.html et à l’adresse www.iec.ch/national-committees.
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ISO/IEC 23859:2023(F)
Introduction
Un texte écrit peut être présenté au format imprimé, au format numérique ou selon une combinaison de
ces formats, et ce pour différents types de contenus et d’environnements.
Le format audiovisuel peut également contenir du texte écrit.
Le texte écrit repose généralement sur la perception visuelle, mais il existe également des systèmes à
perception tactile comme le Braille.
Le présent document adopte une démarche de conception universelle. Il convient que le texte écrit soit
créé et présenté de manière accessible au plus grand nombre. La conception universelle ne doit pas
exclure les technologies adaptatives et d’assistance à destination de groupes particuliers, le cas échéant.
Le présent document prend en considération:
— les besoins et préférences variés de différents utilisateurs;
— les différentes approches du concept «facile à lire et à comprendre»;
— un concept multimodal de texte, à savoir une association d’au moins deux modalités, comme le texte
écrit, les éléments visuels et l’audio.
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NORME INTERNATIONALE ISO/IEC 23859:2023(F)
Technologies de l’information — Interfaces utilisateur —
Exigences et recommandations pour rendre un texte écrit
facile à lire et à comprendre
1 Domaine d’application
Le présent document fournit des exigences et recommandations concernant tous les textes écrits afin
de les rendre faciles à lire et à comprendre au sein de n’importe quelle interface utilisateur, quel que soit
le format utilisé.
Le présent document aborde le processus de création, d’adaptation et d’évaluation d’un texte écrit facile
à lire et à comprendre.
Le présent document ne prend pas en compte les dispositifs ou mécanismes de transmission utilisés
pour produire du texte écrit. Il ne fournit pas de recommandations spécifiques concernant le langage.
2 Références normatives
Le présent document ne contient aucune référence normative.
3 Termes et définitions
Pour les besoins du présent document, les termes et définitions suivants s’appliquent.
L’ISO et l’IEC tiennent à jour des bases de données terminologiques destinées à être utilisées en
normalisation, consultables aux adresses suivantes:
— ISO Online browsing platform: disponible à l’adresse https:// www .iso .org/ obp
— IEC Electropedia: disponible à l’adresse https:// www .electropedia .org/
3.1 Termes généraux
3.1.1
langage facile à comprendre
variété de langue qui améliore l’intelligibilité
Note 1 à l'article: Le langage facile à comprendre inclut le langage simplifié (3.1.2), le langage facile (3.1.3) et
toute variété intermédiaire. Ces variétés font l’objet de nombreuses recommandations communes, mais le niveau
d’intelligibilité varie en fonction des besoins des différents utilisateurs.
3.1.2
langage simplifié
variété de langue dont la formulation, la structure et la conception sont si clairs que les lecteurs ciblés
peuvent facilement trouver les informations dont ils ont besoin, comprendre ces dernières et les utiliser
[2]
Note 1 à l'article: L’International Plain Language Federation définit le langage simplifié comme une
communication dont la formulation, la structure et la conception sont si clairs que les lecteurs ciblés peuvent
facilement trouver les informations dont ils ont besoin, comprendre ces dernières et les utiliser. Dans le présent
document, le langage simplifié est défini comme une variété de langue pour les raisons détaillées dans la Note 1
à l’article en 3.1.1.
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3.1.3
langage facile
variété de langue au sein de laquelle un ensemble de recommandations concernant la formulation, la
structure, la conception et l’évaluation (3.3.3) est appliqué afin de rendre les informations accessibles
aux personnes présentant des difficultés de compréhension en lecture, quelle qu’en soit la raison
Note 1 à l'article: La notion de langage facile est souvent exprimée par l’expression «facile à lire» mais, dans le
présent document, le terme «langage facile» est privilégié car il peut s’appliquer non seulement aux contenus
écrits lus mais également aux contenus oraux ou multimodaux (3.2.4).
3.1.4
conception universelle
conception de produits, d’environnements, de programmes et de services destinés à être utilisables par
tous, dans la mesure du possible, sans adaptation (3.3.2) ni conception particulière
Note 1 à l'article: La conception universelle ne doit pas exclure les aides techniques destinées à certains groupes
particuliers ou personnes handicapées qui en ont besoin.
Note 2 à l'article: Des termes tels que «conception universelle», «conception accessible», «conception pour tous»,
«conception sans obstacle», «conception inclusive» et «conception transgénérationnelle» sont souvent utilisés
indifféremment, mais dans le même sens.
[SOURCE: Convention des Nations Unies relative aux droits des personnes handicapées, Art. 2 [17],
[15]
modifiée — La Note 2 à l’article a été ajoutée.]
3.1.5
utilisateurs divers
individus dotés de différentes capacités et caractéristiques ou présentant des besoins différenciés en
matière d’accessibilité
[SOURCE: ISO/IEC 30071-1:2019, 3.2.2]
3.2 Termes relatifs au format et à la modalité
3.2.1
audiovisuel
associant son et image
Note 1 à l'article: Adapté de l’ISO 14641:2018, 3.8.
3.2.2
glossaire
liste alphabétique de mots ou d’expressions accompagnés de leur définition
Note 1 à l'article: La définition peut également inclure un exemple.
Note 2 à l'article: Les mots ou expressions concernés sont choisis car leur compréhension est fondamentale pour
appréhender le contenu en question.
3.2.3
glose
brève note explicative d’un mot ou d’une expression, placée près du mot ou de l’expression défini(e)
Note 1 à l'article: Les mots ou expressions concernés sont choisis car leur compréhension est fondamentale pour
appréhender le contenu en question.
Note 2 à l'article: Une glose peut inclure un exemple.
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3.2.4
multimodalité
associant plus d’un mode sémiotique
Note 1 à l'article: Les modes sémiotiques comprennent toutes les formes de contenu verbal (par exemple, du texte
écrit ou audio) et de contenu non-verbal (par exemple, des images et des graphiques) dans un certain contexte
d’utilisation.
3.2.5
éléments paratextuels
éléments verbaux et graphiques, y compris des images, qui complètent un texte écrit afin d’améliorer la
compréhension
3.3 Termes relatifs au processus
3.3.1
création
processus grâce auquel un texte écrit original est créé, et ce de manière qu’il soit facile à lire et à
comprendre
3.3.2
adaptation
processus grâce auquel un texte écrit source est modifié pour créer un texte facile à lire et à comprendre
3.3.3
évaluation
processus permettant de déterminer si un contenu est facile à lire et à comprendre
Note 1 à l'article: Il convient que ce processus soit itératif et comprenne non seulement une évaluation technique
par des experts mais également, et surtout, une évaluation par des utilisateurs finaux.
3.3.4
achat
processus permettant de créer, de gérer et d’établir des contrats relatifs à la fourniture de textes écrits
faciles à comprendre (3.1.1)
Note 1 à l'article: Adapté de l’ISO 10845-1:2020, 3.24.
4 Cadre
4.1 Motivations
Un texte écrit peut être utilisé à différentes fins: informer, instruire, éduquer ou divertir les lecteurs.
Nombreux sont les types de contenus où apparaît du texte écrit dans la société actuelle. Cependant, un
texte écrit n’est pas toujours facile à lire ni à comprendre.
La lecture est généralement définie comme une activité complexe associée à deux processus principaux:
le décodage et la compréhension d’une langue. Certains lecteurs sont capables de décoder des textes
écrits mais pas d’en comprendre le sens. D’autres utilisateurs ne sont pas en mesure de décoder un
texte écrit mais en comprennent le sens si le texte leur est rendu accessible par d’autres moyens.
Décoder et comprendre un texte écrit dépend de la capacité des utilisateurs à percevoir le texte écrit
avant même de le décoder et d’en comprendre la langue. Une bonne conception facilite la perception.
Par exemple, une mise en page claire rend le texte plus facile à lire.
Au quotidien, la lecture peut ne s’apparenter parfois qu’à un processus de décodage. Afin de souligner
l’importance à la fois du décodage et de la compréhension de la langue, l’expression «facile à lire et à
comprendre» est utilisée pour faire référence à toute variété de langue améliorant la compréhension.
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Il convient que tous les utilisateurs, indépendamment de leurs différentes capacités, puissent accéder à
tous types de contenus en texte écrit, sur n’importe quelle interface utilisateur, quel qu’en soit le format.
Cet accès peut être fourni par des moyens alternatifs. Le droit des utilisateurs de participer pleinement
et efficacement à la société est mis à mal s’ils ne peuvent pas accéder aux contenus.
4.2 Différentes approches concernant la fourniture de contenus faciles
Le langage simplifié et le langage facile sont deux variétés de langue qui améliorent l’intelligibilité.
Le langage simplifié et le langage facile font l’objet de nombreuses recommandations communes, mais
présentent également leurs propres spécificités. Le présent document inclut ces recommandations
communes ainsi que des commentaires sur les éléments pertinents pour chaque variété.
En envisageant différentes approches, le présent document vise à rendre le texte écrit accessible au
plus grand nombre d’utilisateurs.
4.3 Considérations liées à l’utilisateur
Les utilisateurs peuvent avoir besoin d’un contenu facile pour différentes raisons.
Les besoins des utilisateurs varient:
— selon les circonstances dans lesquelles se déroule l’interaction (par exemple, la compréhension en
lecture peut être compromise: dans le cadre d’une situation stressante ou de l’apprentissage d’une
langue étrangère);
— selon le contexte dans lequel a lieu l’interaction homme-machine (par exemple, la compréhension
en lecture peut s’avérer délicate la première fois qu’un utilisateur se sert d’une interface ou lorsqu’il
s’agit de résoudre un problème concernant une interface);
— en fonction de leurs différentes capacités, leurs difficultés cognitives et linguistiques, leur âge ou
leur faible niveau d’alphabétisation, entre autres facteurs;
— selon leur niveau de connaissances préalable, l’intérêt qu’ils portent à un sujet et le contexte relatif
au texte.
4.4 Considérations liées au langage
La structur
...
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ISO/IEC JTC 1/SC 35
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Information technology — User interfaces —
Part 1:
Requirements and recommendations on making written text easy
to read and easy to understand
Technologies de l’information — Interfaces utilisateur —
Partie 1:
Exigences et recommandations pour rendre un texte écrit facile à
lire et facile à comprendre
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© ISO/IEC 2023
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All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this
publication may be reproduced or utilized otherwise in any form or by any means, electronic or mechanical,
including photocopying, or posting on the internet or an intranet, without prior written permission. Permission can
be requested from either ISO at the address below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: + 41 22 749 01 11
E-mail: copyright@iso.org
Deleted: Fax: +41 22 749 09 47¶
Website: www.iso.org
Email
Published in Switzerland
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Foreword
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ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are
members of ISO or IEC participate in the development of International Standards through technical
committees established by the respective organization to deal with particular fields of technical activity.
ISO and IEC technical committees collaborate in fields of mutual interest. Other international
organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the
work.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of document should be noted. This document was drafted in accordance with the editorial
rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives or
www.iec.ch/members_experts/refdocs).
Field Code Changed
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights. Details
of any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www.iso.org/patents) or the IEC list of patent
declarations received (see https://patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the World
Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see
www.iso.org/iso/foreword.html. In the IEC, see www.iec.ch/understanding-standards.
Field Code Changed
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 35, User interfaces.
A list of all parts in the ISO/IEC 23859 series can be found on the ISO and IEC websites.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html and www.iec.ch/national-
committees.
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Introduction Deleted: DIS
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Written text can be printed or digital (or a combination of both) and can be found in different types of
content and environments.
Written text can also be found in audiovisual formats.
Written text generally relies on visual perception, but there are also tactile writing systems such as
Braille.
This document adopts a universal design perspective. Written text should be created and presented in
ways that allow the widest range of people to access it. Universal design shall not exclude adaptation and
assistive technologies for particular groups where needed.
This document takes into consideration:
— the various needs and preferences of diverse users,
Deleted: •
— the different approaches to the concept of easy to read and understand, and
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— a multimodal concept of text, which is a combination of two or more modalities, such as written text,
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visual elements and audio.
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Information technology — User interfaces —
Part 1:
Requirements and recommendations on making written text easy
to read and easy to understand
1 Scope
This document provides requirements and recommendations on all written text so that it is easy to read
and understand in any user interface, regardless of its format.
This document addresses the process of creation, adaptation and evaluation of written text that is easy Deleted: ,
to read and understand.
This document does not consider devices or transmission mechanisms used to deliver written text. It
does not provide language-specific guidance.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https://www.iso.org/obp
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— IEC Electropedia: available at https://www.electropedia.org/
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3.1 General terms
3.1.1
easy-to-understand language
any language variety which enhances comprehensibility
Note 1 to entry: Easy-to-understand language includes plain language (3.1.2), easy language (3.1.3) and any
Deleted: (3.1.2),
intermediate variety. These varieties share many recommendations, but the extent of comprehensibility is different
Deleted: (3.1.3)
as they address different user needs.
3.1.2
plain language
language variety whose wording, structure and design are so clear that the intended readers can easily Deleted: ,
find what they need, understand what they find and use that information
Deleted: ,
[2]
Note 1 to entry: The International Plain Language Federation defines plain language as a communication in which
Deleted: [2]
wording, structure and design are so clear that the intended readers can easily find what they need, understand
Deleted: ,
what they find, and use that information. In this document, plain language is defined as a language variety for the
reasons expressed in Note 1 to entry 3.1.1.
Deleted: 3.1.1.
3.1.3
easy language
language variety in which a set of recommendations regarding wording, structure, design and evaluation
(3.3.3) are applied to make information accessible to people with reading comprehension difficulties for Deleted: (3.3.3)
any reason
Deleted: ”
Note 1 to entry: Easy language is often referred to as “easy-to-read”, but in this document the term “easy language”
is preferred as it can be applied not only to written content which is read but also to oral or multimodal (3.2.4) Deleted: (3.2.4)
content.
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3.1.4
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universal design
design of products, environments, programmes and services to be usable by all people, to the greatest
extent possible, without the need for adaptation (3.3.2) or specialized design
Deleted: (3.3.2)
Note 1 to entry: Universal design shall not exclude assistive devices for particular groups or persons with
disabilities where this is needed.
Note 2 to entry: Terms such as universal design, accessible design, design for all, barrier-free design, inclusive
design and transgenerational design are often used interchangeably with the same meaning.
[SOURCE: United Nations Convention on the Rights of Persons with Disabilities, Art. Two [17],
[15]
modified — Note 2 to entry has been added] Deleted: [15]
3.1.5
diverse users
individuals with differing abilities and characteristics or accessibility needs[SOURCE: ISO/IEC 30071-
1:2019, 3.2.2.
3.2 Format and modality related terms
Deleted: [SOURCE: ISO/IEC 30071-1:2019, 3.2.2[8]]¶
3.2.1
audiovisual
combining sound and image
Note 1 to entry: Adapted from ISO 14641:2018, 3.8.
Deleted: [4].
3.2.2
glossary
alphabetical list of words or expressions with their definitions
Note 1 to entry: The definition can also include an example.
Note 2 to entry: These words or expressions are selected because understanding them is fundamental to
understanding the content.
3.2.3
gloss
brief explanatory note of a word or expression that is positioned close to the word or expression being
defined
Note 1 to entry: These words or expressions are selected because understanding them is fundamental to
comprehending the content.
Note 2 to entry: A gloss can include an example.
3.2.4
multimodal
combining more than one semiotic mode
Note 1 to entry: Semiotic modes include all forms of verbal content (e.g. written text or audio text) and nonverbal
content (e.g. images and graphs) in a certain context of use.
3.2.5
paratextual elements
verbal and graphical elements, including images, that complement a written text in order to enhance
comprehension
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3.3 Process related terms
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3.3.1
creation
process in which a written text is created originally in a way that is easy to read and understand
3.3.2
adaptation
process in which a source written text is changed into a text that is easy to read and understand
3.3.3
evaluation
Deleted:
process to determine whether content is easy to read and understand
Note 1 to entry: This process should be iterative and include not only a technical evaluation by experts but also, and
most importantly, an evaluation with end users.
3.3.4
procurement
process which creates, manages and fulfils contracts relating to the provision of easy-to-understand
(3.1.1) written texts Deleted: (3.1.1)
Note 1 to entry: Adapted from ISO 10845-1:2020, 3.24.
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4 Framework
Deleted: 30 [3].
4.1 Motivation
Written text can be used for various purposes, such as to inform, instruct, educate or entertain readers.
Written text can be found in many types of content in our society. However, written text is not always
easy to read or understand.
Reading is generally defined as a complex activity associated with two main processes: decoding and
language comprehension. Some users can decode written texts but cannot understand its meaning. Other
users cannot decode the written text but can understand its meaning if provided by alternative means.
Decoding and understanding of written text depends on the users’ ability to perceive the written text
before decoding and language comprehension can take place. Good design makes perception easier, i.e. a
clear layout with the purpose of making the text easier for the reader.
In daily life, reading sometimes can only seem related to the process of decoding. To highlight the
importance of both decoding and language comprehension, the term “easy to read and understand” is
used to refer to any language variety enhancing understanding.
All users, regardless of their differing abilities, should be able to access written text in all types of content
and in any user interface, regardless of its format. Access can be provided by alternative means. Users
will not be able to exercise their right to participate in society fully and effectively if they cannot access
content.
4.2 Different approaches for providing easy content
Plain language and easy language are two language varieties which enhance comprehensibility.
Many recommendations are shared among plain language and easy language, but they also have their
own specificities. This document includes shared recommendations and comments on what is only
relevant for one of the varieties.
By considering different approaches, this document aims to make written text accessible to the widest
possible user population.
4.3 User considerations
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Users need easy content for different reasons.
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User needs vary depending
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— on the circumstances in which the interaction takes place, i.e. reading comprehension can be
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compromised in a stressful situation or when learning a foreign language,
Deleted: .
— on the context in which the human-machine interaction takes place. i.e. reading comprehension can
be challenging for a first-time user of an interface, or in a problem-solving situation related to an
interface, Deleted: .
— on, e.g. different abilities, cognitive and linguistic difficulties, ageing or low literacy levels, and Deleted: .
— on the users’ previous knowledge, interest for a topic, and the textual context.
4.4 Language considerations
Language structure and writing systems vary between languages and cultures. Therefore, the specific
language features that make written text easy can change depending on the language and the writing
system. Similarly, there can be cultural and format differences in the ways written text is presented to
users.
This document does not provide language-specific guidance but addresses aspects shared between
languages and cultures.
National standards and recommendations should consider language-specific features.
[14]
EXAMPLE 1 UNE 153101:2018 EX provides language-specific recommendations for Spanish.
Deleted: [14]
Easy-to-understand written texts can be found in different language situations. Written texts can be Deleted: :
— created in easy-to-understand language A,
Deleted: • be
Deleted: .
— created in easy-to-understand language A and then translated into easy-to-understand language B,
Deleted: • be
— created in language A and then may be adapted into an easy-to-understand text in the same language
Deleted: • be
A, and
Deleted: .
— created in a language A and then translated into an easy-to-understand language B.
Deleted: • be
EXAMPLE 2 A written text can be created in easy-to-understand Slovenian.
EXAMPLE 3 A written text can be created in easy-to-understand Slovenian and then translated into easy-to-
understand Hindi.
EXAMPLE 4 A written text can be created in Slovenian and then adapted into easy-to-understand Slovenian.
EXAMPLE 5 A written text can be created in Slovenian and then translated into easy-to-understand Hindi.
Easy-to-understand written texts can be a useful step for interpreting into sign language.
4.5 Formats
Written text can be found in printed formats.
EXAMPLE 1 A book, a newspaper and a leaflet contain written text.
Written text can be found in digital formats.
EXAMPLE 2 E-books and webpages include written text.
EXAMPLE 3 Interactive terminals and smartphones and PC menus include written text.
The same written text can be provided in both digital and printed formats.
EXAMPLE 4 A printed book can be also provided as an e-book.
Written text can also be found on audiovisual formats.
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EXAMPLE 5 A video can include static written text on screen, e.g. a caption indicating a time jump (“Ten years
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later”).
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EXAMPLE 6 A video can include dynamic written text on screen, e.g. interlingual subtitles that provide a
translation of the dialogues.
4.6 Functions
Written text can fulfil different functions, e.g. they can be instructive, argumentative, explanatory,
descriptive or narrative.
EXAMPLE 1 A recipe is an example of an instructive text.
EXAMPLE 2 A journal article in which one expresses arguments in favour of and against one discussion point is
an example of an argumentative text.
EXAMPLE 3 A school book can include explanatory texts about scientific processes.
EXAMPLE 4 A touristic brochure presenting the main city attractions is an example of a descriptive text.
EXAMPLE 5 A children’s story is an example of a narrative text.
It is often the case that written text fulfils different functions at the same time.
EXAMPLE 6 A user interface can include content text, help text, action button text, instructions and hyperlinks.
Some of these texts can be interactive.
Any type of written text can be made easy.
4.7 Multimodality
In printed formats, written text is often found together with other visual elements such as pictures,
images, symbols and graphs.
In digital formats, written text can also be found together with visual elements such as pictures, symbols
and graphs, as in printed formats. Additionally, audio and visual elements, such as slideshows, audio files,
and videos are also found in digital formats.
Those elements can be used to draw attention or provide more information. They can also help users to
navigate and to understand the written text better.
Sometimes, printed written text refers to elements in digital format, such as webpages with slideshows,
graphs, audio files, videos or even more written text.
An adequate combination of different modalities caters to diverse user needs and preferences. Content, Deleted: for
including written text and other elements, should be easy. When used in the wrong way, it can make
reading and understanding more challenging.
4.8 Technology
Different technologies can support easy text creation, adaptation, evaluation and use. Their
implementation shall be evaluated for each particular context of use.
Examples of technologies are:
— automatic text simplification;
Deleted: •
— automatic summarization;
Deleted: •
— automatic image captioning;
Deleted: •
— information design tools;
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— machine translation;
Deleted: •
Deleted: •
— readability and legibility tools;
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— text-to-speech;
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— terminological and lexicographical tools.
Deleted: •
5 Considerations and processes
5.1 General considerations
A written text can be created originally in a way that is easy to read and understand (5.2). Deleted: (5.2).
An existing written text can be adapted or translated to make it easy to read and understand (5.3).
Deleted: (5.3).
A user-centric iterative design process should be used.
The evaluation process applies to both creation and adaptation processes (5.4).
Deleted: (5.4).
5.2 Creation process
In the creation process, the following steps should be taken:
a) Defining the project brief and planning the project development, including:
Deleted: a)
— the aim of the text,
Deleted: •
— content,
Deleted: •
— function,
Deleted: •
— targeted users,
Deleted: •
— format characteristics, and
Deleted: •
— language criteria.
Deleted: •
The project brief may indicate the length of the text, how it will be published, and whether or not it
will include additional support materials for a better understanding.
b) Developing the basic structure and organization, taking into account the project brief: this may imply
Deleted: b)
organizing the main and secondary topics, selecting adequate vocabulary, and choosing multimodal
support elements.
c) Developing a draft text using the recommendations in Clauses 6 and 7. Where needed, the acquirer
Deleted: c)
or the relevant subject experts and end users may be contacted for input.
Deleted: Clauses 6
Deleted: 7.
d) Evaluating the text as indicated in 5.4.
Deleted: d)
e) Incorporating feedback obtained through the process of evaluation and producing the final text.
Deleted: 5.4.
Deleted: e)
5.3 Adaptation process
In the adaptation process, the following steps should be taken:
a) Defining the project brief and planning the project development. The same criteria as in the process
Deleted: a)
of creation apply.
b) Analysing the source text. The following aspects should be considered: text type, authorship, topic,
Deleted: b)
length, complexity, design, content, vocabulary, and structure.
c) Identifying the targeted users and their needs.
Deleted: c)
d) Developing the basic structure and organization, taking into account the project brief and the source
Deleted: d)
text analysis. This implies defining the adaptation strategies based on the targeted users. The
Deleted: 2021
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ISO/IEC FDIS 23859-1:2023(E)
Deleted:
adaptation can require considering the inclusion of multimodal elements, re-organizing the
Deleted: DIS
structure, and adding information to enhance comprehension, depending on each specific scenario.
Deleted: 2021
e) Developing a draft text using the recommendations in Clauses 6 and 7. Where needed, the author of
Deleted: e)
the source text, the acquirer or relevant subject experts should be contacted for clarification.
Deleted: Clauses 6
Deleted: 7.
f) Evaluating the text as indicated in 5.4.
Deleted: f)
g) Incorporating the feedback obtained during the process of evaluation and producing the final text.
Deleted: 5.4.
Deleted: g)
5.4 Evaluation process
5.4.1 General
The aim of the evaluation process is to check if the content is easy to read and understand, and if it also
follows established evaluation criteria.
The evaluation process is an iterative process which involves experts and users from the start.
5.4.2 Technical evaluation
A technical evaluation may be carried out by experts. This can include different methods.
EXAMPLE 1 Checklists based on a set of defined criteria can be used for expert evaluation.
EXAMPLE 2 Automatic tools can be used to perform readability tests.
[12] [13] [16]
EXAMPLE 3 Usability heuristics developed by Nielsen , Gerhardt-Powels or Weinschenk and Barker can
Deleted: [12],
be used as a basis to perform an evaluation by one or more experts.
Deleted: [13]
Deleted: [16]
5.4.3 User evaluation
A user evaluation should be performed. This user evaluation is part of both the creation and adaptation
processes.
Users should be representative of the intended target users of the content. Diverse users should be
included, taking into account their needs and seeking an active involvement from them.
The user evaluation should take place before publication of the content.
In easy language recommendations and standards evaluation before publication may be a requirement.
For some content it is not feasible to carry out a user evaluation before releasing it, e.g. daily news on a
Deleted: be
website portal. In these cases, one can be confined to rely on expert evaluation, while user feed-back can
be gathered after publication on selected samples to improve existing practices and evaluate content.
Different methods may be employed in a process of evaluation. Examples of common methods are focus
groups, interviews and user observations.
NOTE 1 Methods can be quantitative and qualitative. Methods can be based on the direct interaction of the user
and the indirect observation of the user performing a task.
NOTE 2 User feedback can also be gathered through the interaction of target users and content producers in
dedicated discussion sessions or workshops in which different methods can be used.
The process of user evaluation shall be coordinated by a facilitator or facilitators. In the process of user
evaluation, the following steps should be taken:
a) Providing the facilitator with the draft text together with the source text, where relevant, and the
Deleted: a)
project brief.
b) Planning the evaluation session or sessions. The following elements should be defined:
Deleted: b)
1) the number of users involved,
Deleted: 1)
Deleted: 2)
2) the timing,
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ISO/IEC FDIS 23859-1:2023(E)
Deleted: DIS
3) the resources available, and
Deleted: 2021
Deleted: 3)
4) the activities to be performed.
Deleted: 4)
[14]
EXAMPLE 1 In the context of easy language, UNE 153101:2018 EX recommends a minimum of three users
Deleted: [14]
and a maximum of eight. When more than eight users are involved in a session, subgroups should be formed. When
different evaluation sessions are planned, the same users should be used.
[14]
EXAMPLE 2 In the context of easy language, UNE 153101:2018 EX recommends taking into account the
Deleted: [14]
following elements to set a timeline: deadline, content characteristics, users’ availability, selection and abilities,
length and number of evaluation sessions. It is recommended that evaluation sessions take place in a short time
span.
c) Developing the evaluation session.
Deleted: c)
During the evaluation session the facilitator should:
— introduce himself/herself and the users;
Deleted: 1)
Deleted: ,
— explain the aim and length of the session;
Deleted: 2)
— explain that the aim is to evaluate the comprehensibility of the text and not to test users’ abilities; Deleted: ,
Deleted: 3)
— provide information on easy content;
Deleted: ,
— provide information on the text characteristics;
Deleted: 4)
Deleted: ,
— facilitate the development of the activities planned to evaluate the text in a convivial atmosphere.
Deleted: 5)
During the evaluation session the users should:
Deleted: , and
— read the text; Deleted: 6)
Deleted: 7)
— indicate comprehension challenges related to the content or the design, and make suggestions;
Deleted: ,
— identify if information is missing or if information is excessive and make suggestions for Deleted: 8)
improvement;
Deleted: ,
Deleted: 9)
EXAMPLE 3 The most common techniques are the following: asking users questions about the text; asking the
users to explain the text using their own examples and words; promoting a discussion among users in order to
Deleted: .
identify the main challenges; writing user suggestions on a whiteboard and discussing them.
EXAMPLE 4 Some additional specific activities that can be used are: reading the text in a group in which each
user reads a section; a test in which some words are removed from the text, and visualization techniques in which
the users imagine themselves in the situation being described.
EXAMPLE 5 When discussing how to reorganize information, it may be useful to do some of the following tasks:
asking users to identify the main ideas in a text, asking them to provide headings for each section, asking them to
reply to central questions (Who? What? How? When? Where? Why?) or deleting in a second reading all the Deleted: –
information which is not necessary to understand the text.
Deleted: –,
Deleted: –
EXAMPLE 6 One technique which can enhance participation is role-playing. During the session, some users act
as readers (they read the written text aloud), other users act as detectives, who aim to identify what cannot be
Deleted: –,
understood in the text, and another group acts as journalists (they write down the input provided during the
Deleted: yet
session).
Deleted: –
— producing an evaluation report: the facilitator or facilitators gather feed-back from the users and
Deleted: .
create a report with suggested changes for the professionals involved;
Deleted: d)
Deleted: .
— producing a new text draft which incorporates the suggested changes. When the suggested changes
do not follow the project brief, an alternative text should be provided for the next evaluation round;
Deleted: e)
Deleted: .
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ISO/IEC FDIS 23859-1:2023(E)
Deleted:
— developing another evaluation session: users should confirm the new text draft is easy to read and
Deleted: DIS
understand. If needed, further evaluation sessions should be planned;
Deleted: 2021
Deleted: f)
— producing the final evaluation report, which is submitted to the professionals involved.
Deleted: .
6 Requirements and recommendations on language in written text
Deleted: g)
6.1 General considerations
Motivation is an important factor in reading. Therefore, one should try to capture the readers interest for
a topic and avoid unnecessarily long texts.
6.2 Vocabulary
Vocabulary should be suitable for the intended target reader.
Some words are more difficult to understand than others. Unusual words are more likely to be difficult
to understand. Therefore, one should use simple, common and every-day vocabulary. In alphabetical
languages, long words are more likely to be difficult to understand and should be avoided where possible.
Technical terms used in a specific conte
...
FINAL
INTERNATIONAL ISO/IEC
DRAFT
STANDARD FDIS
23859-1
ISO/IEC JTC 1/SC 35
Information technology — User
Secretariat: AFNOR
interfaces —
Voting begins on:
2023-02-21
Part 1:
Voting terminates on:
Requirements and recommendations
2023-04-18
on making written text easy to read
and easy to understand
Technologies de l’information — Interfaces utilisateur —
Partie 1: Exigences et recommandations pour rendre un texte écrit
facile à lire et facile à comprendre
RECIPIENTS OF THIS DRAFT ARE INVITED TO
SUBMIT, WITH THEIR COMMENTS, NOTIFICATION
OF ANY RELEVANT PATENT RIGHTS OF WHICH
THEY ARE AWARE AND TO PROVIDE SUPPOR TING
DOCUMENTATION.
IN ADDITION TO THEIR EVALUATION AS
Reference number
BEING ACCEPTABLE FOR INDUSTRIAL, TECHNO-
ISO/IEC FDIS 23859-1:2023(E)
LOGICAL, COMMERCIAL AND USER PURPOSES,
DRAFT INTERNATIONAL STANDARDS MAY ON
OCCASION HAVE TO BE CONSIDERED IN THE
LIGHT OF THEIR POTENTIAL TO BECOME STAN-
DARDS TO WHICH REFERENCE MAY BE MADE IN
NATIONAL REGULATIONS. © ISO/IEC 2023
---------------------- Page: 1 ----------------------
ISO/IEC FDIS 23859-1:2023(E)
FINAL
INTERNATIONAL ISO/IEC
DRAFT
STANDARD FDIS
23859-1
ISO/IEC JTC 1/SC 35
Information technology — User
Secretariat: AFNOR
interfaces —
Voting begins on:
Part 1:
Voting terminates on:
Requirements and recommendations
on making written text easy to read
and easy to understand
Technologies de l’information —
Interfaces utilisateur —
Partie 1:
Exigences et recommandations pour
rendre un texte écrit facile à lire et facile
à comprendre
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2023
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
RECIPIENTS OF THIS DRAFT ARE INVITED TO
ISO copyright office
SUBMIT, WITH THEIR COMMENTS, NOTIFICATION
OF ANY RELEVANT PATENT RIGHTS OF WHICH
CP 401 • Ch. de Blandonnet 8
THEY ARE AWARE AND TO PROVIDE SUPPOR TING
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DOCUMENTATION.
Phone: +41 22 749 01 11
IN ADDITION TO THEIR EVALUATION AS
Reference number
Email: copyright@iso.org
BEING ACCEPTABLE FOR INDUSTRIAL, TECHNO
ISO/IEC FDIS 238591:2023(E)
Website: www.iso.org
LOGICAL, COMMERCIAL AND USER PURPOSES,
DRAFT INTERNATIONAL STANDARDS MAY ON
Published in Switzerland
OCCASION HAVE TO BE CONSIDERED IN THE
LIGHT OF THEIR POTENTIAL TO BECOME STAN
DARDS TO WHICH REFERENCE MAY BE MADE IN
ii
© ISO/IEC 2023 – All rights reserved
NATIONAL REGULATIONS. © ISO/IEC 2023
---------------------- Page: 2 ----------------------
ISO/IEC FDIS 23859-1:2023(E)
Contents Page
Foreword .v
Introduction . vi
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
3.1 General terms . 1
3.2 Format and modality related terms . 2
3.3 Process related terms . 3
4 Framework . 3
4.1 Motivation . 3
4.2 Different approaches for providing easy content . 3
4.3 User considerations . 4
4.4 Language considerations . 4
4.5 Formats . 5
4.6 Functions . 5
4.7 Multimodality . 5
4.8 Technology . 6
5 Considerations and processes . 6
5.1 General considerations. 6
5.2 Creation process. 6
5.3 Adaptation process . 7
5.4 Evaluation process . 7
5.4.1 General . 7
5.4.2 Technical evaluation . 7
5.4.3 User evaluation . 7
6 Requirements and recommendations on language in written text .9
6.1 General considerations. 9
6.2 Vocabulary. 9
6.3 Numbers . 10
6.4 Abbreviations . 10
6.5 Spelling . 10
6.6 Punctuation . 11
6.7 Compound words . 11
6.8 Grammar . 11
6.9 Sentences . 11
6.10 Style . 11
6.11 Implied meaning . 12
7 Requirements and recommendations on content presentation .12
7.1 General considerations.12
7.2 Layout . 12
7.2.1 Structure . 12
7.2.2 Headings . 13
7.2.3 Text justification .13
7.2.4 Lines and spacing . .13
7.2.5 Columns and margins . 14
7.2.6 Page numbers and orientation . 14
7.2.7 Fonts . 14
7.2.8 Contrast . 15
7.2.9 Paper quality .15
7.2.10 Colours . . .15
7.2.11 Other elements .15
7.3 Non-verbal paratextual elements . 15
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ISO/IEC FDIS 23859-1:2023(E)
7.3.1 General .15
7.3.2 Images . 15
7.3.3 Other graphical elements . 16
7.4 Verbal paratextual elements . 16
7.4.1 General . 16
7.4.2 Table of contents . 16
7.4.3 Gloss . 16
7.4.4 Glossary . 17
7.4.5 Summaries . 17
7.4.6 Pre and postreading activities . 17
7.5 Written text on audiovisual formats . 17
8 Guidance on the audio alternative of written text .17
8.1 General considerations. 17
8.2 Narration . 18
8.3 Pronunciation, accentuation, and speech pauses . 18
8.4 Narration styles . 18
8.5 Reading speed . 18
8.6 Audio quality . 18
8.7 Volume. 19
8.8 Natural speech in text-to-speech technology (TTS) . 19
9 Guidance on hybrid access services .19
10 Guidance on identifying and accessing easy content .19
11 Guidance on the procurement of easy content .20
Bibliography .21
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ISO/IEC FDIS 23859-1:2023(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are
members of ISO or IEC participate in the development of International Standards through technical
committees established by the respective organization to deal with particular fields of technical
activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international
organizations, governmental and nongovernmental, in liaison with ISO and IEC, also take part in the
work.
The procedures used to develop this document and those intended for its further maintenance
are described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria
needed for the different types of document should be noted. This document was drafted in
accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives or
www.iec.ch/members_experts/refdocs).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents) or the IEC
list of patent declarations received (see https://patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see
www.iso.org/iso/foreword.html. In the IEC, see www.iec.ch/understandingstandards.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 35, User interfaces.
A list of all parts in the ISO/IEC 23859 series can be found on the ISO and IEC websites.
Any feedback or questions on this document should be directed to the user’s national standards
body. A complete listing of these bodies can be found at www.iso.org/members.html and
www.iec.ch/nationalcommittees.
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ISO/IEC FDIS 23859-1:2023(E)
Introduction
Written text can be printed or digital (or a combination of both) and can be found in different types of
content and environments.
Written text can also be found in audiovisual formats.
Written text generally relies on visual perception, but there are also tactile writing systems such as
Braille.
This document adopts a universal design perspective. Written text should be created and presented in
ways that allow the widest range of people to access it. Universal design shall not exclude adaptation
and assistive technologies for particular groups where needed.
This document takes into consideration:
— the various needs and preferences of diverse users,
— the different approaches to the concept of easy to read and understand, and
— a multimodal concept of text, which is a combination of two or more modalities, such as written text,
visual elements and audio.
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FINAL DRAFT INTERNATIONAL STANDARD ISO/IEC FDIS 23859-1:2023(E)
Information technology — User interfaces —
Part 1:
Requirements and recommendations on making written
text easy to read and easy to understand
1 Scope
This document provides requirements and recommendations on all written text so that it is easy to
read and understand in any user interface, regardless of its format.
This document addresses the process of creation, adaptation and evaluation of written text that is easy
to read and understand.
This document does not consider devices or transmission mechanisms used to deliver written text. It
does not provide language-specific guidance.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1 General terms
3.1.1
easy-to-understand language
any language variety which enhances comprehensibility
Note 1 to entry: Easy-to-understand language includes plain language (3.1.2), easy language (3.1.3) and any
intermediate variety. These varieties share many recommendations, but the extent of comprehensibility is
different as they address different user needs.
3.1.2
plain language
language variety whose wording, structure and design are so clear that the intended readers can easily
find what they need, understand what they find and use that information
[2]
Note 1 to entry: The International Plain Language Federation defines plain language as a communication
in which wording, structure and design are so clear that the intended readers can easily find what they need,
understand what they find, and use that information. In this document, plain language is defined as a language
variety for the reasons expressed in Note 1 to entry 3.1.1.
1
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ISO/IEC FDIS 23859-1:2023(E)
3.1.3
easy language
language variety in which a set of recommendations regarding wording, structure, design and
evaluation (3.3.3) are applied to make information accessible to people with reading comprehension
difficulties for any reason
Note 1 to entry: Easy language is often referred to as “easy-to-read”, but in this document the term “easy
language” is preferred as it can be applied not only to written content which is read but also to oral or multimodal
(3.2.4) content.
3.1.4
universal design
design of products, environments, programmes and services to be usable by all people, to the greatest
extent possible, without the need for adaptation (3.3.2) or specialized design
Note 1 to entry: Universal design shall not exclude assistive devices for particular groups or persons with
disabilities where this is needed.
Note 2 to entry: Terms such as universal design, accessible design, design for all, barrier-free design, inclusive
design and transgenerational design are often used interchangeably with the same meaning.
[SOURCE: United Nations Convention on the Rights of Persons with Disabilities, Art. Two [17],
[15]
modified — Note 2 to entry has been added]
3.1.5
diverse users
individuals with differing abilities and characteristics or accessibility needs[SOURCE:
ISO/IEC 300711:2019, 3.2.2.
3.2 Format and modality related terms
3.2.1
audiovisual
combining sound and image
Note 1 to entry: Adapted from ISO 14641:2018, 3.8.
3.2.2
glossary
alphabetical list of words or expressions with their definitions
Note 1 to entry: The definition can also include an example.
Note 2 to entry: These words or expressions are selected because understanding them is fundamental to
understanding the content.
3.2.3
gloss
brief explanatory note of a word or expression that is positioned close to the word or expression being
defined
Note 1 to entry: These words or expressions are selected because understanding them is fundamental to
comprehending the content.
Note 2 to entry: A gloss can include an example.
3.2.4
multimodal
combining more than one semiotic mode
Note 1 to entry: Semiotic modes include all forms of verbal content (e.g. written text or audio text) and nonverbal
content (e.g. images and graphs) in a certain context of use.
2
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ISO/IEC FDIS 23859-1:2023(E)
3.2.5
paratextual elements
verbal and graphical elements, including images, that complement a written text in order to enhance
comprehension
3.3 Process related terms
3.3.1
creation
process in which a written text is created originally in a way that is easy to read and understand
3.3.2
adaptation
process in which a source written text is changed into a text that is easy to read and understand
3.3.3
evaluation
process to determine whether content is easy to read and understand
Note 1 to entry: This process should be iterative and include not only a technical evaluation by experts but also,
and most importantly, an evaluation with end users.
3.3.4
procurement
process which creates, manages and fulfils contracts relating to the provision of easy-to-understand
(3.1.1) written texts
Note 1 to entry: Adapted from ISO 10845-1:2020, 3.24.
4 Framework
4.1 Motivation
Written text can be used for various purposes, such as to inform, instruct, educate or entertain readers.
Written text can be found in many types of content in our society. However, written text is not always
easy to read or understand.
Reading is generally defined as a complex activity associated with two main processes: decoding and
language comprehension. Some users can decode written texts but cannot understand its meaning.
Other users cannot decode the written text but can understand its meaning if provided by alternative
means.
Decoding and understanding of written text depends on the users’ ability to perceive the written text
before decoding and language comprehension can take place. Good design makes perception easier, i.e.
a clear layout with the purpose of making the text easier for the reader.
In daily life, reading sometimes can only seem related to the process of decoding. To highlight the
importance of both decoding and language comprehension, the term “easy to read and understand” is
used to refer to any language variety enhancing understanding.
All users, regardless of their differing abilities, should be able to access written text in all types of
content and in any user interface, regardless of its format. Access can be provided by alternative means.
Users will not be able to exercise their right to participate in society fully and effectively if they cannot
access content.
4.2 Different approaches for providing easy content
Plain language and easy language are two language varieties which enhance comprehensibility.
3
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ISO/IEC FDIS 23859-1:2023(E)
Many recommendations are shared among plain language and easy language, but they also have their
own specificities. This document includes shared recommendations and comments on what is only
relevant for one of the varieties.
By considering different approaches, this document aims to make written text accessible to the widest
possible user population.
4.3 User considerations
Users need easy content for different reasons.
User needs vary depending
— on the circumstances in which the interaction takes place, i.e. reading comprehension can be
compromised in a stressful situation or when learning a foreign language,
— on the context in which the human-machine interaction takes place. i.e. reading comprehension can
be challenging for a first-time user of an interface, or in a problem-solving situation related to an
interface,
— on, e.g. different abilities, cognitive and linguistic difficulties, ageing or low literacy levels, and
— on the users’ previous knowledge, interest for a topic, and the textual context.
4.4 Language considerations
Language structure and writing systems vary between languages and cultures. Therefore, the specific
language features that make written text easy can change depending on the language and the writing
system. Similarly, there can be cultural and format differences in the ways written text is presented to
...
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