When developing nutrition education materials, first consider the target population. Take into account the gender, age, ethnicity and race of the group in order to create culturally relevant materials. In the U.S., the number of individuals who speak languages other than English has increased by 18% according to the 2000 U.S. Census. (6) With this in mind there may be situations where creating materials in other languages may be more appropriate. Additionally, it is essential to develop materials that are easy for people with limited reading skills to interpret. Listed below are suggestions to keep in mind when developing effective nutrition education materials.

1. Who is the intended/best target audience for this piece?

2. What is the purpose/objective of the piece?

3. What are the major messages of the piece? 

4. What does it tell the audience to do? 

5. Is it: () uncluttered; () attractive; () important; () concise; () interesting; () timely; () clear; () accurate;() motivating ; () acceptable; () available; () age/develop-mentally appropriate

6. Does this material require training for use?

7. Can this material stand alone as an educational tool?

8. Where could this piece be distributed effectively?

Check for 'politically correct language' including the "ISMS": 

A. Is there anything in the piece (words/pictures) that might be interpreted by members of the target audience as: () Albeism; () Ageism; () Classism; () Homophobia; () Racism; () Sexism

B. Does the piece perpetuate or support any myths or stereotypes?

Physical Properties: 1. Are/Is the layout, print, illustrations, and colors appropriate for the intended audience?

2. Is the piece attractive to members of the target audience?

3. How would the target audience describe the production quality of the piece?

4. Is the piece professional in appearance?

Graphics: 1. Are the graphics simple and clear for the target audience?

2. Do the graphics have more than one possible interpretation by members of the target audience?

3. Do the graphics reinforce the content?

4. Does every illustration/use of graphics facilitate the communication/ reinforcement of the message?

5. Does every illustration/use of graphics contribute to meeting the objectives of the piece?

Vocabulary: 1. Is the vocabulary familiar to the reader?

2. Is any new or unfamiliar vocabulary explained to the reader?

Readability: 1. Are the sentences short?

2. Has the organizational jargon been avoided?

3. Has professional jargon been avoided?

4. Is the copy too long or too short for the target audience?

5. Is the piece well written?

6. What is the “grasp” estimate?