Creating Text for Older Audiences
Authors: Pettigrew Simone 
Published: October 2020

The World Health Organisation has noted the ageing of the world’s population and has emphasised the growing need for older people’s needs to be considered in a range of contexts (WHO 1999, 2001). In Australia, people over the age of 65 currently constitute approximately 13% of the population (Australian Bureau of Statistics [ABS] 2002), but this number is expected to increase to 24% by 2051 (ABS 1999).
As our population ages it will become increasingly necessary to cater to the particular needs of older audiences. This will involve a change in attitudes as the needs of this group have been largely neglected in western cultures and older people continue to be largely invisible in the media (Grossman 1998; Napoli 2002; Thomas and Wolfe 1995).
The ubiquity of the written word and our reliance on this medium in almost every aspect of our lives signifies its importance in modern life. Reliance can become problematic when individuals experience difficulties in comprehending text-based communications (Akutsu, Legge, Ross, and Schuebel 1991). This article explains the problems older people can experience when attempting to read text and provides recommendations to enable communicators to enhance text comprehension among older audiences.
Older audiences
Older people tend to feel generally neglected by the media (Chafetz et al 1998). Previous studies have found that older people are not represented in line with their numbers (Szmigin and Carrigan 2001), and that negative stereotyping of older people is common in the media (de Luce 2001; Nielson and Curry 1997). This cultural bias is reflected in inadequate knowledge and accommodation of the special needs of older audiences when it comes to comprehending text. This has implications not just for the access of older people to sources of news and entertainment, but also for their ability to obtain information important to their health and well-being. Written materials such as brochures are frequently used to disseminate health-related information to older people (Clark et al 1999), and as such there is a need to ensure that we understand how to use text effectively for older audiences.
Biological changes
Quality of eyesight is closely correlated with age (Wahl and Heyl 2003). Deterioration in eyesight usually becomes noticeable in our 40s and 50s (Stuen and Faye 2003). Stuen and Faye (2003) have described the process by which the structure of the eye changes with age. They note that the lens of the eye thickens, hardens, and becomes yellowish in colour. Reduced elasticity in the lens and a tendency for the cornea to scatter light makes it more difficult for older people to focus their eyes, making reading problematic. The pupil shrinks with age, allowing smaller amounts of light to filter into the eye to assist with vision. This results in the need for brighter reading conditions, but not too bright as glare can also interfere with light entering the deteriorating cornea.
As well as physical alterations to the eye, changes in cognitive capacity are also closely associated with ageing (Spotts and Schewe 1989). Wahl and Heyl (2003) postulate that the ageing of the central nervous system results in the deterioration of the neural pathways to the brain resulting in slower cognitive processing, including the processing of visual stimuli. Attentional capacity reduces with age, which means cognitive processing becomes more demanding (Moschis 1992). The outcome of these changes is that the older person experiences increasing difficulty in absorbing new information and evaluating unfamiliar stimuli (Moschis 1994). In particular, it appears more difficult for older audiences to remember new information that contradicts previously learned information (Rice and Okun 1994). Despite these changes in cognitive capacity, older people are reported as being able to assimilate information effectively if given ample time to do so (Moschis 1992; Tongren 1988). In addition, ensuring that new information relates to existing knowledge is likely to enhance comprehension and retention (Clark et al. 1999; Rice and Okun 1994).
Implications for text style and presentation
Age-related changes in visual acuity and cognitive processing result in the need for modifications in styles and presentation of text to maximise comprehension by older audiences. In terms of text style, font size may need to be slightly larger (Braus 1995), but not too large as people of all ages can experience reading difficulties when text is too large or too small (Akutsu et al. 1991). There are warnings against the use of all upper-case text as this impacts negatively on readability (Braus 1995). Colour may need to be manipulated to maximise contrasts to facilitate text discernment (Fairley et al 1997; Spotts and Schewe 1989). Black on white provides a high level of contrast, while shades of the same colour (for example, dark brown on light brown) provide much lower levels of contrast. Colours in the blue-green range can be particularly difficult for older eyes to discern (Braus 1995; Spotts and Schewe 1989). The use of bright colours such as red, orange, and yellow are recommended as they are relatively easy to distinguish (Clark et al. 1999). Text should be printed on matte rather than glossy paper and presented in non-glare environments to enhance readability (Braus 1995; Spotts and Schewe 1989).
In terms of text presentation, the emphasis is on selecting an appropriate message and locating it carefully. There is general consensus that information should be confined to a small number of important points that are communicated simply and explicitly (Clark et al. 1999; Rice and Okun 1994; Spotts and Schewe 1989; Tooth, Clark, and McKenna 2000). This means using concrete terms whenever possible and using abstract terms only when necessary (Clark et al. 1999). It is important to ensure that extraneous information is excluded and the most pertinent information provided first to reduce processing workload (Spotts and Schewe 1989; Tooth et al. 2000). Repetition appears particularly critical in ensuring information is retained by older audiences (Clark et al. 1999).
As older readers have greater trouble differentiating between previously learned information and new information (Clark et al. 1999), it is important to ensure that messages contain information that is related to existing knowledge in a way that will enhance assimilation (Rice and Okun 1994). It helps to locate information in uncluttered contexts and to use short lines and paragraphs (Fairley et al. 1997; Spotts and Schewe 1989). Using pictures to reinforce the message in the text can be effective (Moschis 1992), although the pictures should also be concrete rather than abstract (Clark et al. 1999). It is particularly important to test written materials designed for older audiences prior to dissemination to ensure the right messages are being received (Clark et al. 1999; Tooth et al. 2000).
To conclude, there co-exists an awareness of population ageing and a cultural bias against older people that has resulted in relatively little knowledge of the optimal design of text for older people. This article has argued that the physical changes associated with aging have significant implications for the design and presentation of text. Steps should thus be taken to ensure that written communications are modified to better meet the needs of older audiences.

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Citation reference for this article
MLA Style

Pettigrew, Simone. "Creating Text for Older Audiences" M/C: A Journal of Media and Culture
<http://www.media-culture.org.au/0401/010-pettigrew.php>.

APA Style

Pettigrew, S. (2004, Jan 12). Creating Text for Older Audiences. M/C: A Journal of Media and Culture, 7,
<http://www.media-culture.org.au/0401/010-pettigrew.php>