dyslexia
Let an agent explain dyslexia and its features in neutral terms, relay assessment, support and accommodations from educational and clinical sources, describe acquired forms, and route individuals and families to qualified assessors and support organisations.
Research draft, second pass
A second pass drafted this model: the structure a model of this thing needs, and what is known about it in the world. The line under this one says how the second half was obtained - researched against sources, or recalled without web access, in which case nothing here was read anywhere and every claim is a lead to verify. Unreviewed either way.
written by Claude from model knowledge without web access - no source was read, every claim is a lead to verify
Researched by: Claude
Purpose and description
Let an agent explain dyslexia and its features in neutral terms, relay assessment, support and accommodations from educational and clinical sources, describe acquired forms, and route individuals and families to qualified assessors and support organisations.
A specific learning difficulty affecting accurate and fluent word reading and spelling, of neurobiological origin and typically involving difficulties with phonological processing, independent of intelligence, occurring in an estimated 5 to 10 percent of people, with acquired forms after brain injury described as surface, deep and phonological dyslexia; dyslexia is identified through assessment and supported by structured literacy teaching, accommodations and assistive technology.
What it is for: Not applicable; a learning difficulty.
It can be explain features; relay assessment and support; describe acquired forms; route to assessors.
Distinguishing features
Word-level reading difficulty
Independent of intelligence
Phonological basis
Lifelong but supportable
What it looks like
Not a visible object; difficulties with reading and spelling.
Physical character
prevalence: about 5-10 percent - estimates
key deficit: phonological processing note - most research
How it is recognised
Reading and spelling difficulty of neurobiological origin
Developmental dyslexia; acquired surface, deep and phonological dyslexia
Dyscalculia affects numbers; dysgraphia affects writing; poor teaching alone is not dyslexia
Related models
is a kind of - in registry terms
is a kind of - in registry terms
involves - difficulties
is supported by - teaching
In practice
Families and kinds
developmental dyslexia
acquired surface dyslexia
acquired deep dyslexia
acquired phonological dyslexia
dyslexia co-occurring with ADHD, dyscalculia or developmental language disorder
Identifiers
ICD-11 6A03.0 developmental learning disorder with impairment in reading
MeSH D004410 dyslexia
Standards and regulation
Special educational needs and disability laws
Exam access arrangements
Workplace reasonable adjustment duties
Failure modes and hazards
Agents diagnosing individuals
Myths such as letter reversal defining dyslexia
Unproven interventions such as coloured lenses presented as cures
Also called
Where this came from
wikidata · CC0 1.0
Also registered as vr.tr.dyslexia
Drafted structure
Bundle to layer to finding to question, as the second pass will find it: 4 bundles · 8 layers · 8 findings · 16 questions.
Help Getting assessed and supported.
Safety.
Assessment
Assessment.
Assessment
Assessment.
- How is dyslexia assessed, and who is qualified to assess children and adults? action
- Is the user asking about themselves or their child, which needs a qualified assessor? boundary
Support
Support and accommodations.
Support
Support.
- What support, accommodations and assistive technology help in school and work? provenance
- Which entry fits the specific accommodation? action
Understand What dyslexia is.
Clinical.
Definition
Definition.
Definition
Definition.
- What is dyslexia, and how does it differ from dyscalculia, dysgraphia and general reading difficulties? definition
- Is the question about developmental dyslexia, an acquired form or another difficulty? boundary
Science
Science.
Science
Science.
- What do research and neuroscience say about the causes of dyslexia, with findings attributed? provenance
- Which references are standard? provenance
Acquired Acquired dyslexia.
Clinical.
Forms
Forms.
Forms
Forms.
- What are surface, deep and phonological dyslexia after brain injury, and what do they reveal about reading? provenance
- Which sources are cited? provenance
Rehab
Rehabilitation.
Rehab
Rehab.
- How is acquired dyslexia treated in neurorehabilitation, in general terms? provenance
- Which entry fits alexia? action
Context Society and myths.
Context.
Myths
Myths.
Myths
Myths.
- What myths about dyslexia persist, and what does evidence say about interventions such as coloured lenses? provenance
- Is the presentation evidence-based? boundary
Society
Society.
Society
Society.
- How do laws, schools and employers accommodate dyslexia, and what advocacy exists? provenance
- Which entry fits the specific organisation? action
What the second pass must settle
- Should acquired dyslexia be a separate entry?
- How should educational and clinical sources be linked?
- How should co-occurring conditions be recorded?