{ "model": { "rank": 3198, "code": "thing-q132971", "model_id": "vr.tr.dyslexia", "name": "dyslexia", "purpose": "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.", "family": "Thing Registry", "category": "Cross-cutting context", "status": "research-draft", "kind": "thing", "plane": "XCT", "domain": "XCT.STA", "industry": "", "version": "", "url": "/models/thing/q132971/", "tier": 2, "score": 89, "payload": { "layer": "wikidata", "aliases": [ "surface dyslexia", "deep dyslexia", "phonological dyslexia" ], "aliasCount": 3, "merged": 3, "knownIn": 89, "facets": null, "markers": [], "lexicalClass": "", "senseRank": null, "alsoRegisteredAs": "vr.tr.dyslexia", "source": { "dataset": "wikidata", "item": "Q132971", "url": "https://www.wikidata.org/wiki/Q132971", "license": "CC0 1.0" } }, "research": { "vercy": "1.0-draft", "publication": { "status": "research-draft", "adjudicationStatus": "unreviewed", "publishableCanonical": false, "generatedAt": "2026-09-13T04:55:41Z", "providers": [ "Claude" ], "breadth": "written by Claude from model knowledge without web access - no source was read, every claim is a lead to verify", "pass": 2, "wave": 3, "engine": "claude" }, "metaModel": { "id": "THING-Q132971", "registryId": "vr.tr.dyslexia", "name": "dyslexia", "version": "0.2.0-wave.3", "entryKind": "thing", "family": "Thing Registry", "domain": [ "XCT.STA" ], "status": "research-draft" }, "canonicalUrl": "https://ver.cy/models/thing/q132971/", "model": { "registry_id": "vr.tr.dyslexia", "name": "dyslexia", "purpose": "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.", "definition": "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.", "affordances": [ "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" ], "appearance": "Not a visible object; difficulties with reading and spelling.", "visual_identification": [ "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" ], "physical_properties": [ { "quantity": "prevalence", "typical_range": "about 5-10", "unit": "percent", "note": "estimates" }, { "quantity": "key deficit", "typical_range": "phonological processing", "unit": "note", "note": "most research" } ], "families_and_kinds": [ "developmental dyslexia", "acquired surface dyslexia", "acquired deep dyslexia", "acquired phonological dyslexia", "dyslexia co-occurring with ADHD, dyscalculia or developmental language disorder" ], "related_models": [ { "relation": "is a kind of", "target": "learning disability", "why": "in registry terms" }, { "relation": "is a kind of", "target": "reading disability", "why": "in registry terms" }, { "relation": "involves", "target": "phonological awareness", "why": "difficulties" }, { "relation": "is supported by", "target": "structured literacy", "why": "teaching" } ], "identifiers": [ { "scheme": "ICD-11", "value_or_pattern": "6A03.0", "note": "developmental learning disorder with impairment in reading" }, { "scheme": "MeSH", "value_or_pattern": "D004410", "note": "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" ], "in_scope": [], "out_of_scope": [], "characteristics": [] }, "sources": [], "structure": { "bundles": [ { "id": "help", "name": "Help", "description": "Getting assessed and supported.", "rationale": "Safety.", "layers": [ { "id": "assessment", "name": "Assessment", "description": "Assessment.", "findings": [ { "id": "assessment-finding", "name": "Assessment", "description": "Assessment.", "questions": [ { "text": "How is dyslexia assessed, and who is qualified to assess children and adults?", "kind": "action" }, { "text": "Is the user asking about themselves or their child, which needs a qualified assessor?", "kind": "boundary" } ] } ] }, { "id": "support", "name": "Support", "description": "Support and accommodations.", "findings": [ { "id": "support-finding", "name": "Support", "description": "Support.", "questions": [ { "text": "What support, accommodations and assistive technology help in school and work?", "kind": "provenance" }, { "text": "Which entry fits the specific accommodation?", "kind": "action" } ] } ] } ] }, { "id": "understand", "name": "Understand", "description": "What dyslexia is.", "rationale": "Clinical.", "layers": [ { "id": "definition", "name": "Definition", "description": "Definition.", "findings": [ { "id": "definition-finding", "name": "Definition", "description": "Definition.", "questions": [ { "text": "What is dyslexia, and how does it differ from dyscalculia, dysgraphia and general reading difficulties?", "kind": "definition" }, { "text": "Is the question about developmental dyslexia, an acquired form or another difficulty?", "kind": "boundary" } ] } ] }, { "id": "science", "name": "Science", "description": "Science.", "findings": [ { "id": "science-finding", "name": "Science", "description": "Science.", "questions": [ { "text": "What do research and neuroscience say about the causes of dyslexia, with findings attributed?", "kind": "provenance" }, { "text": "Which references are standard?", "kind": "provenance" } ] } ] } ] }, { "id": "acquired", "name": "Acquired", "description": "Acquired dyslexia.", "rationale": "Clinical.", "layers": [ { "id": "forms", "name": "Forms", "description": "Forms.", "findings": [ { "id": "forms-finding", "name": "Forms", "description": "Forms.", "questions": [ { "text": "What are surface, deep and phonological dyslexia after brain injury, and what do they reveal about reading?", "kind": "provenance" }, { "text": "Which sources are cited?", "kind": "provenance" } ] } ] }, { "id": "rehab", "name": "Rehab", "description": "Rehabilitation.", "findings": [ { "id": "rehab-finding", "name": "Rehab", "description": "Rehab.", "questions": [ { "text": "How is acquired dyslexia treated in neurorehabilitation, in general terms?", "kind": "provenance" }, { "text": "Which entry fits alexia?", "kind": "action" } ] } ] } ] }, { "id": "context", "name": "Context", "description": "Society and myths.", "rationale": "Context.", "layers": [ { "id": "myths", "name": "Myths", "description": "Myths.", "findings": [ { "id": "myths-finding", "name": "Myths", "description": "Myths.", "questions": [ { "text": "What myths about dyslexia persist, and what does evidence say about interventions such as coloured lenses?", "kind": "provenance" }, { "text": "Is the presentation evidence-based?", "kind": "boundary" } ] } ] }, { "id": "society", "name": "Society", "description": "Society.", "findings": [ { "id": "society-finding", "name": "Society", "description": "Society.", "questions": [ { "text": "How do laws, schools and employers accommodate dyslexia, and what advocacy exists?", "kind": "provenance" }, { "text": "Which entry fits the specific organisation?", "kind": "action" } ] } ] } ] } ] }, "openQuestions": [ "Should acquired dyslexia be a separate entry?", "How should educational and clinical sources be linked?", "How should co-occurring conditions be recorded?" ], "statistics": { "bundles": 4, "layers": 8, "findings": 8, "questions": 16 } }, "draft": { "generator": "vr.draft.v3", "status": "draft-generated", "researched": false, "archetype": "abstract concept", "method": "Written from the archetype playbook - what this kind of thing needs beyond identity and provenance - and from the structure that recurred across 6,333 models already researched by two engines. Applied to this entry by rule. No source was read for this thing and no claim here is researched. This entry carries no facets of its own, so they were inferred from its domain - a guess about a whole domain applied to one thing.", "facetsInferred": true, "nextPass": "A researcher replaces this draft with a sourced specification. Treat every sentence below as a proposal to argue with.", "purpose": "Give an agent a durable, checkable way to recognise a dyslexia, record what state it is in, and decide what may be done with it.", "whatItIs": "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.", "characteristics": { "substance": "abstract", "origin": "conceptual", "agency": "inert" }, "whatYouCanDoWithIt": [ "observed and measured" ], "distinguishingFeatures": [ "Names folded into this entry, which a task may need to split apart again: surface dyslexia, deep dyslexia, phonological dyslexia.", "3 finer distinctions are held as aliases rather than separate entries, because telling them apart needs a task that asks for it.", "Described in 89 Wikipedia languages, which is a measure of how widely the thing is known, not of how important it is." ], "openQuestionsForResearch": [ "Which of the bundles below does a real task actually need, and which are ceremony?", "What does this thing have that the facets do not capture at all?", "Which neighbouring kind is most often confused with a dyslexia, and on what evidence are they told apart?" ], "whatItIsMadeOf": "an abstraction with no physical instance", "physicalCharacter": [ "Does nothing on its own; everything it does, something else did to it.", "These come from the domain this entry sits in rather than from the entry itself, so treat them as a first guess about the whole domain applied to one thing." ], "whatCanBeDoneWithIt": [ "observe it, measure it, record its state" ], "howItIsRecognised": [ "Nothing to see. What is recognised is an instance of it, and which instances count is exactly what is argued about." ], "relatedModels": [ { "relation": "covers", "note": "Finer kinds folded into this entry because telling them apart needs a task that asks for it. Each is a model waiting to be split out when one does.", "targets": [ "surface dyslexia", "deep dyslexia", "phonological dyslexia" ] } ], "standing": "Described in 89 Wikipedia languages, which measures how widely it is written about rather than how important or how common it is. 3 finer distinctions are held inside this entry as names rather than as separate models.", "structure": { "bundles": [ { "id": "identity-and-classification", "name": "Identity, naming and classification", "description": "How an agent tells one dyslexia from another, and a dyslexia from things that resemble it.", "rationale": "Recognition comes before every other claim. Without stable identity nothing else in the model can be trusted to be about the same thing twice.", "layers": [ { "id": "naming-and-identifiers", "name": "Names and identifiers", "description": "The names this thing goes by and the identifiers that survive translation and time.", "findings": [ { "id": "preferred-name-and-aliases", "name": "Preferred name, aliases and local names", "description": "Which name to use, which names mean the same thing, and which merely sound similar.", "questions": [ { "id": "preferred-name-and-aliases-q01", "text": "What identifies and describes the name of a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "preferred-name-and-aliases-q02", "text": "Who or what asserted this about the name of a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "preferred-name-and-aliases-q03", "text": "What may an agent decide or do once the name of a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] }, { "id": "stable-identifiers", "name": "Stable identifiers and external keys", "description": "Identifiers that keep pointing at this kind of thing across systems and languages.", "questions": [ { "id": "stable-identifiers-q01", "text": "What identifies and describes an identifier for a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "stable-identifiers-q02", "text": "Who or what asserted this about an identifier for a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "stable-identifiers-q03", "text": "What may an agent decide or do once an identifier for a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] } ] }, { "id": "classification-and-granularity", "name": "Classification and granularity", "description": "Where a dyslexia sits among kinds, and how finely a task needs to cut it.", "findings": [ { "id": "kind-and-parents", "name": "Kind, parents and neighbouring kinds", "description": "The classes this thing belongs to and the ones it is next to.", "questions": [ { "id": "kind-and-parents-q01", "text": "What identifies and describes the kind of a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "kind-and-parents-q02", "text": "Who or what asserted this about the kind of a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "kind-and-parents-q03", "text": "What may an agent decide or do once the kind of a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] }, { "id": "distinguishing-features", "name": "Distinguishing features", "description": "What separates a dyslexia from the things most often confused with it.", "questions": [ { "id": "distinguishing-features-q01", "text": "What identifies and describes what distinguishes a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "distinguishing-features-q02", "text": "Who or what asserted this about what distinguishes a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "distinguishing-features-q03", "text": "What may an agent decide or do once what distinguishes a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] } ] } ] }, { "id": "state-and-lifecycle", "name": "State and lifecycle", "description": "The states a dyslexia passes through and the events that move it between them.", "rationale": "Most decisions about a thing depend on what state it is in now, which is a claim with a time on it, not a property.", "layers": [ { "id": "lifecycle-stages", "name": "Lifecycle stages", "description": "From coming into existence to ceasing to be one of these.", "findings": [ { "id": "stages-and-transitions", "name": "Stages and transitions", "description": "The stages worth naming and what moves a dyslexia between them.", "questions": [ { "id": "stages-and-transitions-q01", "text": "What identifies and describes the lifecycle of a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "stages-and-transitions-q02", "text": "Who or what asserted this about the lifecycle of a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "stages-and-transitions-q03", "text": "What may an agent decide or do once the lifecycle of a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] } ] }, { "id": "observations-and-status", "name": "Observations and current status", "description": "What is observed about a dyslexia, how often and by whom.", "findings": [ { "id": "observation-record", "name": "Observation record", "description": "How an observation of a dyslexia is recorded so that it can be superseded rather than overwritten.", "questions": [ { "id": "observation-record-q01", "text": "What identifies and describes an observation of a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "observation-record-q02", "text": "Who or what asserted this about an observation of a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "observation-record-q03", "text": "What may an agent decide or do once an observation of a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] } ] } ] }, { "id": "definitions-in-contest", "name": "Definitions and who holds them", "description": "What dyslexia is taken to mean, and by whom.", "rationale": "When a field disagrees about a concept, the disagreement is the content. A model that picks one definition silently destroys the information.", "layers": [ { "id": "competing-definitions", "name": "Competing definitions", "description": "The main readings and the traditions behind them.", "findings": [ { "id": "definition-map", "name": "Definitions and their holders", "description": "Each definition with the school or body that holds it.", "questions": [ { "id": "definition-map-q01", "text": "Which definitions of dyslexia are in use, and which tradition or body holds each?", "kind": "definition" }, { "id": "definition-map-q02", "text": "What turns on the difference between them in practice?", "kind": "boundary" } ] } ] }, { "id": "operationalisation", "name": "Operationalisation", "description": "How it is measured or applied when it has to be.", "findings": [ { "id": "operational-record", "name": "Measures and proxies", "description": "Instruments and indicators used to stand in for it.", "questions": [ { "id": "operational-record-q01", "text": "How is dyslexia operationalised or measured in practice, and by what instrument?", "kind": "measurement" }, { "id": "operational-record-q02", "text": "What does that operationalisation leave out, and when does that matter?", "kind": "boundary" } ] } ] } ] }, { "id": "instances-and-use", "name": "Instances, use and consequence", "description": "What counts as an instance of dyslexia and what follows from calling something that.", "rationale": "Applying a concept is an act with consequences, so a model must say what the label licenses and what it does not.", "layers": [ { "id": "instances", "name": "What counts as an instance", "description": "Clear cases, borderline cases and non-cases.", "findings": [ { "id": "instance-tests", "name": "Tests for an instance", "description": "What would settle whether something falls under it.", "questions": [ { "id": "instance-tests-q01", "text": "What would settle whether something is an instance of dyslexia?", "kind": "boundary" }, { "id": "instance-tests-q02", "text": "Which borderline cases are argued about, and on what grounds?", "kind": "definition" } ] } ] }, { "id": "consequence", "name": "Consequence of application", "description": "Rights, duties or decisions that follow from the label.", "findings": [ { "id": "consequence-record", "name": "What the label licenses", "description": "What an agent may do once something is classified this way.", "questions": [ { "id": "consequence-record-q01", "text": "What follows practically once something is treated as dyslexia?", "kind": "action" }, { "id": "consequence-record-q02", "text": "What must an agent not infer from the label alone?", "kind": "action" } ] } ] } ] }, { "id": "provenance-and-evidence", "name": "Provenance, evidence and time", "description": "Where every claim about a dyslexia came from and when it held.", "rationale": "A claim without a source and a time cannot be superseded, only overwritten, and an agent that overwrites loses the ability to explain itself.", "layers": [ { "id": "source-and-authority", "name": "Source and authority", "description": "Who said it, on what evidence, and how strongly.", "findings": [ { "id": "claim-provenance", "name": "Claim provenance and confidence", "description": "The authority behind each claim about a dyslexia and how confident it is.", "questions": [ { "id": "claim-provenance-q01", "text": "What identifies and describes a claim about a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "claim-provenance-q02", "text": "Who or what asserted this about a claim about a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "claim-provenance-q03", "text": "What may an agent decide or do once a claim about a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] } ] }, { "id": "time-and-versions", "name": "Time, versions and supersession", "description": "When a claim was true, when it was learnt, and what replaced it.", "findings": [ { "id": "validity-and-supersession", "name": "Validity period and supersession", "description": "How an old claim about a dyslexia is retired without being erased.", "questions": [ { "id": "validity-and-supersession-q01", "text": "What identifies and describes the validity of a claim about a dyslexia, and in what units or vocabulary?", "kind": "definition", "answer_data": [ "identifiers", "types and classes", "values with units", "explicit unknowns" ] }, { "id": "validity-and-supersession-q02", "text": "Who or what asserted this about the validity of a claim about a dyslexia, by which method, and when was it true?", "kind": "provenance", "answer_data": [ "authority", "method", "evidence", "event time", "knowledge time" ] }, { "id": "validity-and-supersession-q03", "text": "What may an agent decide or do once the validity of a claim about a dyslexia is known, and what must it refuse?", "kind": "action", "answer_data": [ "permitted actions", "preconditions", "refusals", "escalation" ] } ] } ] } ] } ] }, "statistics": { "bundles": 5, "layers": 10, "findings": 12, "questions": 32 } } } }