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.
Bundle → Layer → Finding → Questions Filled
4 bundles · 8 layers · 8 findings · 16 questions
Help Getting assessed and supported.
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.
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.
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.
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
Classifiers Filled
- Family
- Thing Registry
- Category
- Cross-cutting context
- Entry kind
- thing
- Plane
- XCT
- Domain
- XCT.STA
- Other names and narrower kinds
- surface dyslexia, deep dyslexia, phonological dyslexia
What it is Filled
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.
Why it exists Filled
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.
Distinguishing features Filled
- Word-level reading difficulty
- Independent of intelligence
- Phonological basis
- Lifelong but supportable
What robots and AI may and may not do Filled
Must not
- Diagnose dyslexia from a person's writing or test answers.
- Present dyslexia as a sign of low intelligence or laziness.
- Disclose a person's dyslexia to employers, schools or others without consent.
- Promote unproven cures for dyslexia.
Only with a human decision
- Recommending formal assessment or exam accommodations for a learner.
May
- Explain dyslexia, its signs and support from educational and clinical sources.
- Provide accessible formats such as text to speech or dyslexia-friendly layouts on request.
Moral aspects Filled
- People with dyslexia face stigma and unfair judgements in school and work.
- Access to assessment and support is unequal across families and countries.
Who is affected
- People with dyslexia
- Learners and parents
- Teachers
Owners Filled
Steward
Nobody owns the condition; qualified assessors and schools answer for diagnosis and support.
Links to other meta-models Filled
parent
- Q860740 - registry parent class
- Q97696569 - registry parent class
related
- learning disability - in registry terms
- reading disability - in registry terms
- phonological awareness - difficulties
- structured literacy - teaching
What else AI and robots need to interact with it Filled
Identity and identifiers required Filled
- Vercy registry: vr.tr.dyslexia
- Wikidata: Q132971 (https://www.wikidata.org/wiki/Q132971)
- ICD-11: 6A03.0 developmental learning disorder with impairment in reading
- MeSH: D004410 dyslexia
Direct properties not applicable Not applicable
- prevalence: about 5-10 percent - estimates
- key deficit: phonological processing note - most research
Plane XCT: no invented physical properties.
Recognition optional Filled
- 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
- Not a visible object; difficulties with reading and spelling.
Capabilities and actions required Filled
- explain features
- relay assessment and support
- describe acquired forms
- route to assessors
Hazards and failure modes required Filled
- Agents diagnosing individuals
- Myths such as letter reversal defining dyslexia
- Unproven interventions such as coloured lenses presented as cures
Standards and interfaces required Filled
- Special educational needs and disability laws
- Exam access arrangements
- Workplace reasonable adjustment duties
Context of use required Filled
- Not applicable; a learning difficulty.
- developmental dyslexia
- acquired surface dyslexia
- acquired deep dyslexia
- acquired phonological dyslexia
- dyslexia co-occurring with ADHD, dyscalculia or developmental language disorder
Sources Filled
- Wikidata item Q132971: dyslexia - identity and sense of the item
- Wikipedia: Dyslexia - general description of the item
Open questions
- Should acquired dyslexia be a separate entry?
- How should educational and clinical sources be linked?
- How should co-occurring conditions be recorded?
Machine files
Provenance
thing registry research (pass 2) · unreviewed
Built from: models/things/publications/thing-q132971/spec.json