Wikipedia scowiki https://sco.wikipedia.org/wiki/Main_Page MediaWiki 1.47.0-wmf.2 first-letter Media Special Collogue Uiser Uiser collogue Wikipedia Wikipedia collogue File File collogue MediaWiki MediaWiki collogue Template Template collogue Help Help collogue Category Category collogue Portal Portal talk Define Define talk TimedText TimedText talk Module Module talk Event Event talk 4 5091 916846 911901 2026-05-16T02:17:57Z YiFeiBot 23873 Bot: Migrating 1 langlinks, now provided by [[d:|Wikidata]] on [[d:q4656249]]; 1 langlinks remaining 916846 wikitext text/x-wiki {{Translation}}<br /> {{shortcut|WP:5P}} Aw o [[Wikipedia]]'s [[Wikipedia:Policies and guidelines|offeecial policies an guidelines]] can be reduced tae thir '''''five pillars''''' that define Wikipedia's chairacter: <!-- <span style="text-align: right;"><center> <br clear="all" /> [[Image:Komposita1.png|130px]]&nbsp;[[Image:Korintisk1.png|130px]]&nbsp;[[Image:Komposita1.png|130px]]&nbsp;[[Image:Korintisk1.png|130px]]&nbsp;[[Image:Komposita1.png|130px]]</center> </span> --> {| style="background-color:transparent" |- |[[File:BluePillar.png|35px]] || '''Wikipedia is an [[encyclopedia]]''' incorporating elements o general encyclopedias, specialised encyclopedias, an almanacs. Aw articles maun follae oor [[Wikipedia:No oreeginal resairch|nae oreeginal resairch]] policy an strive fur [[Wikipedia:Verifiability|accuracy]]; Wikipedia isnae the place tae spurt personal blether, experiences, or argie-bargie. Forbye, [[Wikipedia:What Wikipedia is not|Wikipedia isnae]] an indiscriminate collection o information. Wikipedia isnae a [[Wikipedia:Trivia|trivia]] collection, a [[soapbox]], a [[Wikipedia:Vanity page|vanity]] furthsetter, an experiment in [[anarchy]] or [[democracy]], or a wab [[directory]]. Nor is Wikipedia a dictionar, a newspaper, or a collection o [[Wikipedia:Don't include copies of primary sources|soorce documents]]; thon kinds o content suid be contreibutit tae the sister projects, [[Wiktionary:Main page|Wiktionary]], [[Wikinews:Main Page|Wikinews]], an [[Wikisource:Main page|Wikisource]], respectively. |- |&nbsp; |- |[[File:GreenPillar.png|35px]] || '''[[Wikipedia:Neutral point of view|Wikipedia haes a neutral pynt o view]]''', which means we aim fur articles that advocate nae single pynt o view. While this requires representin multiple pynts o view; presentin each pynt o view accurately; providin context for ony gien pynt o view, sae that readers understand whose view the pynt represents; an presenting no ane pynt o view as "the truth" or "the best view". It means citing [[Wikipedia:Verifiability|verifiable]], authoritative [[Wikipedia:Cite sources|soorces]] whaniver possible, espeicially on [[Wikipedia:Guidelines for controversial articles|controversial topics]]. Whan a conflict arises as tae whilk version is the maist neutral, declare a cuil-doun period an tag the airticle as disputed; hammer oot details on the [[Wikipedia:Collogue page|collogue page]] an follae [[Wikipedia:Dispute resolution|dispute resolution]]. |- |&nbsp; |- |[[File:YellowPillar.png|35px]] ||'''[[Wikipedia:Copyrights|Wikipedia is free content]]''' that onybody mey edit. Aw text is available unner the [[GNU Free Documentation License|GNU Free Documentation License (GFDL)]] an mey be distributed or airtint accordingly. Recognise that [[Wikipedia:Ownership of articles|airticles can be changed bi anyone]] an nae individual controls ony specific article; therefore, ony writing ye contreebute can be mercilessly edited an redistributed at will bi the community. Dinnae submit [[Wikipedia:Copyrights|copyright]] infringements or wirks licensed in a wey incompatible wi the [[GNU Free Documentation License|GFDL]]. |- |&nbsp; |- |[[File:OrangePillar.png|35px]] ||'''[[Wikipedia:Etiquette|Wikipedia haes a code o conduct]]''': Respect your fellae Wikipedians e'en whan ye mey nae agree wi them. Be [[Wikipedia:Civility|civil]]. Jouk makin [[Wikipedia:No personal attacks|personal attecks]] or sweepin generalisations. [[Wikipedia:Stay cool|Stay cuil]] whan the editing gets het; jouk [[Wikipedia:Edit war|edit wars]] bi follaein the [[Wikipedia:Three-revert rule|three-revert rule]]; remember that there ur {{NUMBEROFARTICLES}} articles on the Scots Wikipedia tae work on an discuss. Act in good faith, [[Wikipedia:Do not disrupt Wikipedia to illustrate a point|dinna disrupt Wikipedia tae illustrate a pynt]], an [[Wikipedia:Assume good faith|assume guid feth]] on the pairt o ithers. Be appen an walcomin. |- |&nbsp; |- |[[File:RedPillar.png|35px]] || '''[[Wikipedia:Ignore all rules|Wikipedia disnae hae firm rules]]''' asides the five general principles elucidated here. [[Wikipedia:Be bold|Be '''bold''' in editing, muivin, an modifying airticles]], acause the joy o editing is that awtho it suid be aimed fur, [[Wikipedia:Editing policy|perfection isnae required]]. An dinnae fash aboot messin up an thatat. Aw prior versions o airticles are kept, sae there is nae wey that ye can accidentally damage Wikipedia or irretrievably destroy content. But caw canny — white'er ye scrieve here will be preserved for posterity. |} == Note == This page descrives Wikipedia's fundamental principles. The principles predate the creation o this page. It is whiles said that aw or maist policy is based upon this page, but maist policy awsla predates the creation o this page. [[Category:Wikipaedia]] [[ml:വിക്കിപീഡിയ:പഞ്ചസ്തംഭങ്ങള്‍]] spg9b64gckgs7do3ncw60o3vq2rykpl 0 32356 916830 916829 2026-05-15T12:02:27Z Dhddhdhdhhdh 131310 916830 wikitext text/x-wiki {{Infobox settlement <!-- See Template:Infobox settlement for additional fields and descriptions --> | name = {{raise|0.2em|Jeju Province}} | native_name = {{lower|0.1em|{{nobold|제주도}}}} | native_name_lang = ko | settlement_type = [[Provinces o Sooth Korea|Special Admeenistrative Province]] | translit_lang1 = Korean | translit_lang1_type = Hangul | translit_lang1_info = {{linktext|제|주|특|별|자|치|도}} | translit_lang1_type1 = Hanja | translit_lang1_info1 = {{lang|ko|{{linktext|濟|州|特|別|自|治|道}}}} | translit_lang1_type2 = McCune‑Reischauer | translit_lang1_info2 = Cheju T'ŭkpyŏl Chach'ido | translit_lang1_type3 = Revised&nbsp;Romanization | translit_lang1_info3 = Jeju Teukbyeoljachi-do | image_flag = Flag of Jeju (1969–2009).svg | image_blank_emblem = Seal of Jeju.svg | image_map = Jeju Province in South Korea.svg | coordinates = | subdivision_type = Kintra | subdivision_name = [[Sooth Korea]] | subdivision_type1 = Region | subdivision_name1 = Jeju | seat_type = [[Leet o caipitals in Sooth Korea|Caipital]] | seat = [[Jeju Ceety]] | parts_type = Subdiveesions | parts_style = <!-- list, coll (collapsed list), para (paragraph format) --> | parts = 2 ceeties; 0 coonties | leader_title = Govrenor | leader_name = [[Won Hee-ryong|Won Hui-ryong]] ([[Bareun Party|Bareun]]) | area_total_km2 = 1,849 | area_rank = 9t | population_footnotes = | population_total = 604,771 | population_as_of = October, 2014 | population_rank = 9t | population_density_km2 = 327.1 | demographics_type1 = Metropolitan Seembols | demographics1_footnotes = <!-- for references: use <ref> tags --> | demographics1_title1 = Flouer | demographics1_info1 = [[Rhododendron]] | demographics1_title2 = Tree | demographics1_info2 = [[Cinnamomum camphora]] | demographics1_title3 = Bird | demographics1_info3 = [[Widpecker]] | demographics1_title4 = Jeju | demographics1_info4 = | demographics1_title5 = | demographics1_info5 = | blank_name_sec1 = Dialect | blank_info_sec1 = [[Jeju dialect|Jeju]] | website = [http://english.jeju.go.kr/ Offeecial Wabsteid] | footnotes = | postal_code = 690-000~699-999 | area_code = +82-64-7xx }} {{Infobox islands | name = Jejudo | image name =Jeju_Island.jpg | image caption = Jeju Island | locator map = | native name = 제주도/濟州島 | native name link = Korean leid | location = [[East Asie]] | coordinates = | archipelago = Jeju | length = {{convert|73|km|mi|abbr=on}} | width = {{convert|64|km|mi|abbr=on}} | area km2 = 1,848 | highest mount = [[Hallasan]] | elevation m = 1,950 | country = Republic o Korea | country admin divisions title = [[Admeenistrative diveesions o the Republic o Korea|Special Autonomous Province]] | country admin divisions = Jeju-do | country largest city = [[Jeju Ceety]] | country largest city population = 408,364 | population = approx. 565,000 | population as of = | density km2 = | ethnic groups = [[Koreans|Korean]] }} '''Jeju-do'''<ref>Transliterated Korean names are preferred tae Inglis equivalents; see [[Wikipedia:Naming conventions (Korean)#Place names]].</ref> ([[Transliteration|transliterated]] [[Korean leid|Korean]] for '''Jeju Province''', short form o '''Jeju Special Autonomous Province''' or Cheju Island) is the anerlie special autonomous province o the [[Republic o Korea]], situatit on an coterminous wi the kintra's lairgest [[island]]. Jeju-do lees in the [[Korea Strait]], soothwast o [[Jeollanam-do]] Province, o which it wis a pairt afore it became a separate province in 1946. Its caipital is the ceety o [[Jeju Ceety]]. The island contains the natural [[Warld Heritage Steid]] [[Jeju Volcanic Island an Lava Tubes]].<ref>{{cite news| url=http://news.bbc.co.uk/2/hi/asia-pacific/6248244.stm | work=BBC News | title=Unesco names World Heritage sites | date=June 28, 2007 | accessdate=May 6, 2010}}</ref> == Ceeties == {| class="wikitable" style="font-size:90%;" align=center |- ! Map ! # ! Name ! [[Hangul]] ! [[Hanja]] ! Admeenistrative Type |- |rowspan=3|[[File:Jeju-do sub map.png]] |---------- |1 |[[Jeju Ceety]] |제주시 |濟州市 |Ceety |---------- |2 |[[Seogwipo]] Ceety |서귀포시 |西歸浦市 |Ceety |} == Notes an references == {{Reflist|2}} {{Coord|33|22|N|126|32|E|type:isle_scale:2500000|display=title}} {{Stub/Sooth Korea}}{{DEFAULTSORT:Jeju-Do}} [[Category:Jeju-do| ]] [[Category:Islands o the Sooth Korea]] [[Category:Provinces o Sooth Korea]] [[Category:Biosphere reserves o Sooth Korea]] [[Category:1940s establishments]] [[Category:Autonomous provinces]] 95vsvpfic0hx8zyvfmvm748b3qse11d 0 46517 916831 829404 2026-05-15T17:27:08Z ~2026-29333-54 131329 916831 wikitext text/x-wiki '''Quetzalcoatl''' ({{IPA-en|ˌkɛtsɑːlˈkoʊɑːtəl}}), or Ketzalkoatl, ({{lang-nci-IPA|Quetzalcohuātl|ketsaɬˈko.aːtɬ}}) is a [[Mesoamericae|Mesoamerican]] [[deity]] whose name comes from the [[Nahuatl]] leid an haes the meanin o "feathered serpent".<ref>The Nahuatl nouns compoondit intae the proper name "Quetzalcoatl" are: ''quetzalli'', signifyin principally "plumage", but uised tae refer tae the bird an aw—[[Resplendent Quetzal]]—renounced for its colourful feathers, an ''cohuātl'' "snake". Some scholars hae interpretit the name as haein a metaphorical meanin o "precious twin" syne the wird for plumage wis uised metaphorically aboot precious things an aw an ''cohuātl'' haes an additional meaning o "twin"</ref> The [[wirship]] o a [[feathered serpent deity]] is first documentit in [[:en:Temple of the Feathered Serpent, Teotihuacan|Teotihuacan]] in the first century BC or first century AD.<ref>{{cite web|title=Teotihuacan: Introduction|publisher=Project Temple of Quetzalcoatl, Instituto Nacional de Antropología e Historia, Mexico/ ASU|date=2001-08-20|accessdate=2009-05-17|url=http://archaeology.asu.edu/teo/intro/intrteo.htm|archive-date=2010-06-12|archive-url=https://web.archive.org/web/20100612234320/http://archaeology.asu.edu/teo/intro/intrteo.htm|url-status=dead}}</ref> That period lees athin the [[Mesoamerican chronologie|Late Preclassic]] tae [[Mesoamerican chronologie|Early Classic period]] (400 BC&ndash;600 AD) o [[Mesoamerican chronologie]], an veneration o the figur appears tae hae spread throuoot Mesoamericae bi the [[Mesoamerican chronologie|Late Classic]] (600&ndash;900&nbsp;AD).<ref name="Ringle et al. 1998">Ringle et al. 1998</ref> In the [[Mesoamerican chronologie|Postclassic period]] (900 – 1519&nbsp;AD) the wirship o the feathered serpent deity wis based in the primar Mexican releegious centre o [[Cholula (Mesoamerican steid)|Cholula]]. It is in this period that the deity is kent tae hae been namit "Quetzalcoatl" bi his [[Nahua fowk|Nahua]] follaeers. In the [[Maya ceevilization|Maya]] aurie he wis approximately equivalent tae [[Kukulcan]] an [[Gukumatz]], names that roughly translate as "feathered serpent" in different [[Mayan leids]] an aw. In the era follaein the 16t-century [[Spainyie conquest o the Aztec Empire|Spainyie conquest]], a nummer o soorces wur written that conflate Quetzalcoatl wi [[Ce Acatl Topiltzin]], a ruler o the meethico-historic ceety o [[Tollan]]. It is a matter of much debate amang historians tae which degree, or whether at aw, thir narratives aboot this legendary [[Toltec]] ruler describe historical events.<ref>Nicholson 2001, Carrasco 1992, Gillespie 1989, Florescano 2002</ref> Furthermair, early Spainyie soorces written bi clerics tend tae identifee the god-ruler Quetzalcoatl o thir narratives wi aither [[Hernán Cortés]] or [[Thomas the Apostle|St. Thomas]]—an identification which is a soorce o diversity o opinions aboot the natur o Quetzalcoatl an aw.<ref>Lafaye 1987, Townsend 2003, Martínez 1980, Phelan 1970</ref> Amang the [[Aztec]]s, whose beliefs are the best-documentit in the historical soorces, Quetzalcoatl wis relatit tae gods o the wind, o Venus, of the dawn, of merchants an o airts, crafts an knawledge. He wis the patron god o the Aztec priestheid, o learnin an knawledge an aw.<ref>Smith 2001:213</ref> Quetzalcoatl wis ane o several important gods in the Aztec [[pantheon (gods)|pantheon]] alang wi the gods [[Tlaloc]], [[Tezcatlipoca]] an [[Huitzilopochtli]]. ==Feathered Serpent deity in Mesoamericae== {{main|Feathered Serpent}} A feathered serpent deity haes been worshippit bi mony different ethno-poleetical groups in Mesoamerican history. The existence o sic wirship can be seen throu studies o iconografie o different Mesoamerican culturs, in which serpent motifs are frequent. On the basis o the different symbolic seestems uised in portrayals o the feathered serpent deity in different culturs an periods scholars hae interpretit the releegious an symbolic meanin o the feathered serpent deity in Mesoamerican culturs. ==Notes== {{reflist|2}} [[Category:Aztec gods]] [[Category:Creator gods]] [[Category:Sky an wather gods]] [[Category:Fertility gods]] [[Category:Life-daith-rebirth gods]] [[Category:Monomyths]] [[Category:Nahuatl wirds an phrases]] [[Category:Tutelar]] [[Category:Primordial teachers]] [[Category:Leegendar serpents]] [[Category:Draigons]] t8dfgn5tn1at07p1gozinzh3hg14vuj 916835 916831 2026-05-15T22:41:10Z Atlantic306 30244 not English wikipedia Undae revision [[Special:Diff/916831|916831]] bi [[Special:Contributions/~2026-29333-54|~2026-29333-54]] ([[User talk:~2026-29333-54|Tauk]]) 916835 wikitext text/x-wiki '''Quetzalcoatl''' ({{IPA-en|ˌkɛtsɑːlˈkoʊɑːtəl}}), or Ketzalkoatl, ({{lang-nci-IPA|Quetzalcohuātl|ketsaɬˈko.aːtɬ}}) is a [[Mesoamericae|Mesoamerican]] [[deity]] whose name comes frae the [[Nahuatl]] leid an haes the meanin o "feathered serpent".<ref>The Nahuatl nouns compoondit intae the proper name "Quetzalcoatl" are: ''quetzalli'', signifyin principally "plumage", but uised tae refer tae the bird an aw—[[Resplendent Quetzal]]—renouned for its colourful feathers, an ''cohuātl'' "snake". Some scholars hae interpretit the name as haein a metaphorical meanin o "precious twin" syne the wird for plumage wis uised metaphorically aboot precious things an aw an ''cohuātl'' haes an addeetional meaning o "twin"</ref> The [[wirship]] o a [[feathered serpent deity]] is first documentit in [[:en:Temple of the Feathered Serpent, Teotihuacan|Teotihuacan]] in the first century BC or first century AD.<ref>{{cite web|title=Teotihuacan: Introduction|publisher=Project Temple of Quetzalcoatl, Instituto Nacional de Antropología e Historia, Mexico/ ASU|date=2001-08-20|accessdate=2009-05-17|url=http://archaeology.asu.edu/teo/intro/intrteo.htm|archive-date=2010-06-12|archive-url=https://web.archive.org/web/20100612234320/http://archaeology.asu.edu/teo/intro/intrteo.htm|url-status=dead}}</ref> That period lees athin the [[Mesoamerican chronologie|Late Preclassic]] tae [[Mesoamerican chronologie|Early Classic period]] (400 BC&ndash;600 AD) o [[Mesoamerican chronologie]], an veneration o the figur appears tae hae spread throuoot Mesoamericae bi the [[Mesoamerican chronologie|Late Classic]] (600&ndash;900&nbsp;AD).<ref name="Ringle et al. 1998">Ringle et al. 1998</ref> In the [[Mesoamerican chronologie|Postclassic period]] (900 – 1519&nbsp;AD) the wirship o the feathered serpent deity wis based in the primar Mexican releegious centre o [[Cholula (Mesoamerican steid)|Cholula]]. It is in this period that the deity is kent tae hae been namit "Quetzalcoatl" bi his [[Nahua fowk|Nahua]] follaeers. In the [[Maya ceevilization|Maya]] aurie he wis approximately equivalent tae [[Kukulcan]] an [[Gukumatz]], names that roughly translate as "feathered serpent" in different [[Mayan leids]] an aw. In the era follaein the 16t-century [[Spainyie conquest o the Aztec Empire|Spainyie conquest]], a nummer o soorces wur written that conflate Quetzalcoatl wi [[Ce Acatl Topiltzin]], a ruler o the meethico-historic ceety o [[Tollan]]. It is a matter of much debate amang historians tae which degree, or whether at aw, thir narratives aboot this legendary [[Toltec]] ruler describe historical events.<ref>Nicholson 2001, Carrasco 1992, Gillespie 1989, Florescano 2002</ref> Furthermair, early Spainyie soorces written bi clerics tend tae identifee the god-ruler Quetzalcoatl o thir narratives wi aither [[Hernán Cortés]] or [[Thomas the Apostle|St. Thomas]]—an identification which is a soorce o diversity o opinions aboot the natur o Quetzalcoatl an aw.<ref>Lafaye 1987, Townsend 2003, Martínez 1980, Phelan 1970</ref> Amang the [[Aztec]]s, whose beliefs are the best-documentit in the historical soorces, Quetzalcoatl wis relatit tae gods o the wind, o Venus, of the dawn, of merchants an o airts, crafts an knawledge. He wis the patron god o the Aztec priestheid, o learnin an knawledge an aw.<ref>Smith 2001:213</ref> Quetzalcoatl wis ane o several important gods in the Aztec [[pantheon (gods)|pantheon]] alang wi the gods [[Tlaloc]], [[Tezcatlipoca]] an [[Huitzilopochtli]]. ==Feathered Serpent deity in Mesoamericae== {{main|Feathered Serpent}} A feathered serpent deity haes been worshippit bi mony different ethno-poleetical groups in Mesoamerican history. The existence o sic wirship can be seen throu studies o iconografie o different Mesoamerican culturs, in which serpent motifs are frequent. On the basis o the different symbolic seestems uised in portrayals o the feathered serpent deity in different culturs an periods scholars hae interpretit the releegious an symbolic meanin o the feathered serpent deity in Mesoamerican culturs. ==Notes== {{reflist|2}} [[Category:Aztec gods]] [[Category:Creator gods]] [[Category:Sky an wather gods]] [[Category:Fertility gods]] [[Category:Life-daith-rebirth gods]] [[Category:Monomyths]] [[Category:Nahuatl wirds an phrases]] [[Category:Tutelar]] [[Category:Primordial teachers]] [[Category:Leegendar serpents]] [[Category:Draigons]] i56x7tuk9nmx3pil1p8frdbd0kszxbg 0 69669 916837 848130 2026-05-15T23:26:33Z Cobra 3000 28371 Pit in stub tag 916837 wikitext text/x-wiki {{Infobox person | name = Matthew McConaughey | image = Matthew McConaughey - Goldene Kamera 2014 - Berlin.jpg | imagesize = | caption = McConaughey at the awairds o the [[Goldene Kamera]] in Berlin, 2014 | birth_date = {{birth date and age|mf=yes|1969|11|04}} | birth_name = Matthew David McConaughey | birth_place = [[Uvalde, Texas]], [[U.S.]] | spouse = {{marriage|[[Camila Alves]]|2012}} | children = 3 | occupation = [[Actor]] | yearsactive = 1991–present }} '''Matthew David McConaughey''' ({{IPAc-en|m|ə|ˈ|k|ɒ|n|ə|h|eɪ}};<ref>[http://www.loc.gov/nls/other/sayhow.html#m Say How? A Pronunciation Guide to Names of Public Figures], [[Library of Congress]]</ref> born November 4, 1969) is a<!--Awairds dinnae belang here--> American actor. Fowk first goamed him efter his role in the comin o age comedy ''[[Dazed and Confused (film)|Dazed and Confused]]'' (1993), an continued, appearin in films lik the slasher ''[[Texas Chainsaw Massacre: The Next Generation]]'' (1994), the legal thriller ''[[A Time to Kill (film)|A Time to Kill]]'' (1996), [[Steven Spielberg]]'s historical drama ''[[Amistad (film)|Amistad]]'' (1997), the science feection drama ''[[Contact (1997 film)|Contact]]'' (1997), the comedy ''[[EDtv]]'' (1999) an the war film ''[[U-571 (film)|U-571]]'' (2000). ==References== {{Reflist}}{{Stub/USActor}}{{DEFAULTSORT:Mcconaughey, Matthew}} [[Category:1969 births]] [[Category:20t-century American male actors]] [[Category:21st-century American male actors]] [[Category:Male actors frae Texas]] [[Category:American male film actors]] [[Category:American male televeesion actors]] [[Category:American male vyce actors]] [[Category:American Methodists]] [[Category:American fowk o Scots strynd]] [[Category:Livin fowk]] [[Category:Male actors frae Austin, Texas]] [[Category:Fowk frae Longview, Texas]] [[Category:Longview High School alumni]] [[Category:Fowk frae Uvalde Coonty, Texas]] [[Category:Varsity o Texas at Austin alumni]] [[Category:Independent Spirit Awaird winners]] [[Category:Best Drama Actor Gowden Globe (film) winners]] [[Category:American fowk o Inglis strynd]] [[Category:American fowk o Erse strynd]] [[Category:American fowk o German strynd]] [[Category:American fowk o Swadish strynd]] [[Category:Ootstaundin Performance bi a Male Actor in a Leadin Role Screen Actors Guild Awaird winners]] [[Category:Independent Spirit Awaird for Baist Male Lead winners]] [[Category:Best Actor Academy Awaird winners]] c2owaajdcld5gds1ygksei370xl0si3 0 128210 916848 685145 2026-05-16T07:08:05Z Cobra 3000 28371 Pit in stub tag 916848 wikitext text/x-wiki {{Infobox Italian comune | name = Trento | official_name = | native_name = | image_skyline = Panorama di trento.jpg | imagesize = | image_alt = | image_caption = Panorama o Trento | image_shield = Trento CoA.svg | shield_alt = | image_map = | map_alt = | map_caption = | pushpin_label_position = | pushpin_map_alt = | coordinates = {{coord|46|04|N|11|07|E|type:city_region:IT-TN|display=inline,title}} | coordinates_footnotes = | region = [[Trentino-Alto Adige/Südtirol]] | province = [[Trentino]] (TN) | frazioni = see [[Trento#Frazioni|leet]] | mayor_party = [[Democratic Pairty (Italy)|Democratic]] | mayor = Alessandro Andreatta | area_footnotes = | area_total_km2 = 157.9 | population_footnotes = | population_total = 117307 | population_as_of = Mairch, 2012 | pop_density_footnotes = | population_demonym = Trentini, Tridentini | elevation_footnotes = | elevation_m = 190 | saint = [[St. Vigilius]] | day = Juin 26 | postal_code = 38121-38123 | area_code = 0461 | website = {{official website|http://www.comune.trento.it}} | footnotes = }} '''Trento''' {{IPA-it|ˈtrɛnto|}} (anglicised as '''Trent''',<ref>[http://www.britannica.com/EBchecked/topic/604304/Trento ''Encyclopædia Britannica'']</ref> local dialects: ''Trènt''; {{lang-de|Trient}}) is an [[Italy|Italian]] ceety locatit in the [[Adige|Adige River valley]] in [[Trentino-Alto Adige/Südtirol]]. It is the caipital o [[Trentino]] (''[[Sooth Tyrol|Tyrol]]'' or ''Welschtirol''). == Internaitional relations == === Twin touns - Sister ceeties === Trento is [[twin touns an sister ceeties|twinned]] wi: {| class="wikitable" |- valign="top" | *{{flagicon|GER}} [[Berlin|Berlin Charlottenburg-Wilmersdorf]], [[Germany]], syne 1966 *{{flagicon|ESP}} [[San Sebastián|Donostia/San Sebastián]], [[Spain]], syne 1987 *{{flagicon|GER}} [[Kempten]], [[Germany]], syne 1987 || *{{flagicon|CZE}} [[Prague]], [[Czech Republic]], syne 2002 *{{flagicon|ARG}} [[Resistencia, Chaco|Resistencia]], [[Argentinae]], syne 2002 |} ==References== {{Reflist}}{{Stub/Italy}}{{Trentino}} [[Category:Trento| ]] [[Category:Ceeties an touns in Trentino-Alto Adige/Südtirol]] fwbn3pkuoy880u0ivvl7hxlf896xl4c 0 128216 916847 815460 2026-05-16T07:07:13Z Cobra 3000 28371 Pit in stub tag 916847 wikitext text/x-wiki {{Infobox German location |type = Stadt |name = Kempten |image_photo = Basilika_St._Lorenz_Kempten_(Foto_Hilarmont).jpg |image_caption = Kirk [[St. Lorenz Basilica]] |image_coa = DEU Kempten (Allgäu) COA.svg |coordinates = {{coord|47|44|N|10|19|E|format=dms|display=inline,title}} |image_plan = |state = Bayern |region = Schwaben |district = Kreisfreie Stadt |elevation = 674 |area = 63.29 |Gemeindeschlüssel = 09763000 |population = 64625 |Stand = 2012-12-31 |postal_code = 87401–87439 |area_code = 0831 |licence = KE |website = [http://www.kempten.de/ www.kempten.de] |mayor = Thomas Kiechle |Bürgermeistertitel = Oberbürgermeister |party = CSU }} '''Kempten''' is the lairgest [[Toun#Germany|toun]] in [[Allgäu]], a region in the sooth-wast o [[Bavarie]], [[Germany]]. ==Pairtner ceeties== * {{flagicon|Germany}} [[Bad Dürkheim]], [[Rhineland-Palatinate]], [[Germany]], syne 2001 * {{flagicon|France}} [[Quiberon]], [[Morbihan]], [[France]], syne 1971 (initially wi the municipality St. Mang) * {{flagicon|Ireland}} [[Sligo]], [[Coonty Sligo]], [[Ireland]], syne 1990 * {{flagicon|Hungary}} [[Sopron]], [[Győr-Moson-Sopron]], [[Hungary]], syne 1987 * {{flagicon|Italy}} [[Trento]], [[Trentino]], [[Italy]], syne 1987 ==References== {{Reflist}}{{Stub/Germany}}{{DEFAULTSORT:Kempten Im Allgau}} [[Category:Carolingian airchitectur]] [[Category:Kempten| ]] [[Category:Imperial free ceeties]] db87d3ubq6oe8ch9c8abs7s86z86ceg 3 222217 916833 916817 2026-05-15T22:37:32Z Atlantic306 30244 /* Mai Vu Minh */ Replie 916833 wikitext text/x-wiki ==''Walcome!''== Hullo, CiphriusKane, an [[Wikipedia:Walcome, ane an aw|walcome]] til the Wikipedie! Guid tae see ye. Thank ye faer [[Special:Contributions/CiphriusKane|yer werks]]. Some gibbles ye'll fynd uissfu: * [[Wikipedia:Aboot|Aboot Wikipedie]] – whit it is an isnae. * [[Wikipedia:Five pillars|The five pillars o Wikipaedia]] * [[Wikipedia:Lessons (Editin)|How tae edit a page]] an [[Wikipedia:Lessons (Stairt an airticle)|Stairtin airticles]] – gang til the [[Wikipedia:Lessons|Wikipedie Lessons]]. * [[Wikipedia:Mercat Cross|Mercat Cross]] – tae caw the crack anent the technical wirkins here * [[Wikipedia:Spellin an grammar]] – gin yer interestit in writin airticles Bi gaun throu the [[Wikipedia:Commonty Yett|Commontie Yett]] ye'll can find aw kynd o wittins adae wi uisin an eikin til the Wikipedie. For tae hae a sey shottie, veesit oor [[Wikipedia:Saundpit|Saundpit]]. '''Dinna haud yer wheesht, haud yer ain!'''<!--Template:Walcome--> &#8211;<span style="font-family:CG Times">[[User:MJL|<span style="color:black">MJL</span>]]&thinsp;[[User talk:MJL|‐'''Tauk'''‐]]^{[[Special:CentralAuth/MJL|☖]]}</span> 10:00, 26 August 2020 (UTC) ==Scots skills== Hullo an walcome. A recommend makin a Uiser page fir yersel, an uisin the 'Babel Uiser Interface' infobox on it to share yer skills in Scots. (https://sco.wikipedia.org/wiki/Wikipedia:Babel#sco_-_Scots_(Scots)) [[Uiser:Soothrhins|Soothrhins]] ([[Uiser collogue:Soothrhins|tauk]]) 22:09, 26 August 2020 (UTC) == Thank you == Thank you for doing that. --[[Uiser:LokaloSkotso|LokaloSkotso]] ([[Uiser collogue:LokaloSkotso|tauk]]) 01:22, 30 August 2020 (UTC) == +rollbacker +autopatroller == I have granted you new powers due to your obvious and present need for them. With rollback, you can revert vandalism in a single click. With autopatroller, all pages you create will no longer need to be reviewed by an admin. Use these tools wisely! &#8211;<span style="font-family:CG Times">[[User:MJL|<span style="color:black">MJL</span>]]&thinsp;[[User talk:MJL|‐'''Tauk'''‐]]^{[[Special:CentralAuth/MJL|☖]]}</span> 05:07, 3 September 2020 (UTC) == Just an idea... == Hi CiphriusKane, I really like your list of Scottish topics. If you're looking for suggestions, how about indigenous plants and animals, indigenous races and breeds (kettle, sheep, goats, dogs?), indigenous fruit varieties (apples, maybe?), produce and derived products (cheese?). Also, separate lists of animals, plants etc. would be interesting and maybe even useful for the upcoming edit-a-thon. Just an idea I had when I saw your list. --[[Uiser:Andreas|Andreas]] ([[Uiser collogue:Andreas|tauk]]) 18:41, 24 September 2020 (UTC) :{{Ping|Andreas}} Aye, I'd thought to add a "Nature" section at some point. I'm also happy with adding sublists if it's deemed necessary/neater. All are free to edit the list as necessary (should put that at the top of the page come to think of it) [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:18, 24 September 2020 (UTC) ::Glad you don't hate the idea. I was gonna say the "sublists" can go straight into the article namespace but then I checked and found [[Scots plants|this]]. Maybe somebody could turn this into something more useful (for reading folks), along the lines of [[:als:Alemannischi Tiernäme (noch de zoologische Syschtematik)|that]] (Alemannic) or [[:gd:Liosta nam beathach|that]] (Scottish Gaelic) or even [[:rm:Glista da mammals da la Svizra|that]] (Romansh). I would offer a hand but I don't speak ''ae wird o Scots''. --[[Uiser:Andreas|Andreas]] ([[Uiser collogue:Andreas|tauk]]) 20:24, 24 September 2020 (UTC) :::{{Ping|Andreas}} Hmm, I could add a "See forby/Main" on my list for that type of list, but the list I'm making is meant to include specific articles closely associated with Scotland to focus on. Like if there was a list of birds, I'd probably only be listing the golden eagle and osprey (Scotland has a sizeable European golden eagle population I believe, and there's a famous osprey who bred in Scotland until 2014). That said, if ye've any thoughts on flora and fauna that match that criteria go ahead and add them (or list them here if ye're unsure) [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 21:10, 24 September 2020 (UTC) ::::Sure, I get the idea of your list. I was just commenting on the "sublist" thing ;D Maybe the [[Teuchit|shochads]] of [[Caithness]] are worth mentioning? They kept cropping up in quick google. ::::By the way, ''did ye ken'' that several other small and mid-size Wikipedias keep similar lists and cross-link them via [[:d:Q12950581]]? Maybe you want to add yours once it reaches your (first) goal of 100 topics. --[[Uiser:Andreas|Andreas]] ([[Uiser collogue:Andreas|tauk]]) 21:40, 24 September 2020 (UTC) :::::{{Ping|Andreas}} Ah, now I see, sorry for the confusion. I've mentioned the wikidata idea to the others in the Scots Leid server, but it seems like a plan. Ye've given me a few things to think about, so thanks. Also I realised I never addressed the editathon point. The one happening in a few days already has a theme of places, but I can easily add nature to the list of potential themes (if I can find where we stuck the theme list...) [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 23:37, 24 September 2020 (UTC) ::::::Glad I could do something useful. By the way, would you guys mind a lurker in the discord server? ;D --[[Uiser:Andreas|Andreas]] ([[Uiser collogue:Andreas|tauk]]) 01:06, 25 September 2020 (UTC) Oh, and may I be curious and ask what dialect of Scots you speak? I noticed you use "ae" for English "of", which I haven't seen before. :::::::{{Ping|Andreas}} Sure, all are welcome in the server long as they respect the language and the rules, and it's primarily Doric but I think it's kinda been influenced by Glaswegian a bit by now. Need an invite link for the Discord server? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 01:11, 25 September 2020 (UTC) ::::::::Aye, please. --[[Uiser:Andreas|Andreas]] ([[Uiser collogue:Andreas|tauk]]) 01:21, 25 September 2020 (UTC) :::::::::{{Ping|Andreas}} https://discord.gg/RA4tyaN This should hopefully work [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 01:23, 25 September 2020 (UTC) == A barnstar for you! == {| style="border: 1.5px solid gray; background-color: #fdffe7; padding-right: 5px" |rowspan="2" style="vertical-align:middle;" | [[File:Dark Blue Scottish Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Scots Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | Have I ever told you that you are the best anti-vandalism fighter and copy editor on this entire site? Well, you are!<br />I know you said you weren't interested, but you seriously would make a great admin. I sincerely look forward to your future contributions keeping up your great track record!! &#8211;<span style="font-family:CG Times">[[User:MJL|<span style="color:black">MJL</span>]]&thinsp;[[User talk:MJL|‐'''Tauk'''‐]]^{[[Special:CentralAuth/MJL|☖]]}</span> 06:08, 13 October 2020 (UTC) |} == Ratko Janev == Thanks for adding him.[[Special:Contributions/178.148.109.252|178.148.109.252]] ([[User talk:178.148.109.252|talk]]) 22:25, 1 November 2020 (UTC) =={{en}} Next Scots Wiki editathon - 14 & 15 November== Hey there, as you attended one of our previous editathons, thought you might like to know about the next one! 14 & 15 November, details [[Wikipedia:'E Scots Leid Editathon November 2020|on the event page]], the theme is '''Weemin an Minorities fae Scotland an Ulster.''' :) [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 12:41, 10 November 2020 (UTC) == Sub categories == (en) I suggested at the editathon that People (Fowk) could be divided intae a group fir STEM ( Science Technology Engineering Medicine) an Nurses. And a subcategory for Scottish suffragettes /suffragists who are notable weemen who suffered fir tae give weemen votes. [[Uiser:Kaybeesquared|Kaybeesquared]] ([[Uiser collogue:Kaybeesquared|tauk]]) 19:09, 15 November 2020 (UTC) =={{en}} Next editathon== Hey there, as a previous attendee of a Scots Wiki editathon, I thought you might like to know about the [[Wikipedia:'E Scots Leid Editathon Dizember 2020|December event, Sat 12 & Sun 13th.]] In addition to the usual wiki support, this month I'm really excited to say that we'll have '''language support in place from the Scots Language Centre''', who'll be online between 12-3 on Zoom on Saturday with us to help with any of your queries. * [https://www.eventbrite.co.uk/e/scots-wiki-editathon-december-2020-tickets-131613729207 Eventbrite link to sign up to Saturday Zoom session] * [[Wikipedia:'E Scots Leid Editathon Dizember 2020|On-wiki event page]] Hope to see you there! [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 13:49, 8 Dizember 2020 (UTC) == {{en}} Sunday 13th December - extra zoom session with the Scots Language Centre! == We've added another session for the [[Wikipedia:'E Scots Leid Editathon Dizember 2020|editathon this weekend,]] with the folks from the SLC. Join us on Zoom for editing 12-3 on Sunday now too; we can help with wiki and language queries :) [https://www.eventbrite.co.uk/e/scots-wiki-editathon-december-2020-sunday-13th-tickets-132517919665 Book your place on Eventbrite here.] [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 16:34, 11 Dizember 2020 (UTC) == Hello, == I'll try to back off now to be honest. I don't want to cause ''any'' trouble at all. Thank you and sorry. Signed Tom AKA ([[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 12:34, 17 Dizember 2020 (UTC)) == [[Princess Marie Auguste o Thurn an Taxis]] -> Princess Maria Augusta o Thurn an Taxis == Hello, sorry to bother you. Would you be able to move the above link to Princess Maria Augusta o Thurn an Taxis at all? Thank you, sorry again but Happy New Year too. Signed Tom. [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 20:36, 1 Januar 2021 (UTC) == Cleanup == Hi, I'm continuing with my cleanup of the misuse of Scots words, and now I'm onto ''lairge''. The way I understand it, "lairge" only refers to large numbers/plentifulness, while "muckle" is about physical size. Am I right? --[[User:Corsicanwarrah|Корсикэн-Уара]] ([[Uiser collogue:Corsicanwarrah|That's how you do fake Cyrillic properly and phonetically]]) 10:17, 8 Januar 2021 (UTC) :{{ping|Corsicanwarrah}} I believe either or can be used, but muckle/muckler/mucklest is preferred for size, that is correct. If this is about me removing the Fixscots template on [[eagle]], it's because I fixed the Scots back in October [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 14:29, 8 Januar 2021 (UTC) == re: == Hi, tha mi troimh-chèile, duilich. An urrainn dhut a cheartachadh?--[[Uiser:Tom Ravensburger|Tom Ravensburger]] ([[Uiser collogue:Tom Ravensburger|tauk]]) 14:47, 8 Januar 2021 (UTC) == re: == I have already created the page in Scottish Gaelic, the first one remains to be corrected (do it in Scottish)--[[Uiser:Tom Ravensburger|Tom Ravensburger]] ([[Uiser collogue:Tom Ravensburger|tauk]]) 15:08, 8 Januar 2021 (UTC) == Clubaichean de churaidhean saoghal ball-coise FIFA == Hi, the content is now ok, but i can't change the title, should be put: List FIFA of football clubs world champions. But in scots I do not know how to write it, you can do it? :-) --[[Uiser:Tom Ravensburger|Tom Ravensburger]] ([[Uiser collogue:Tom Ravensburger|tauk]]) 19:07, 9 Januar 2021 (UTC) == Leet o warld champion fitba clubs == hello, ok, i add. See forby, this article in other wiki is annex o ''FIFA club warld cup'' an ''Intercontinental Cup''. In my opinion it has notability as it is the sum o tha teetles officially recognized bi FIFA--[[Uiser:Tom Ravensburger|Tom Ravensburger]] ([[Uiser collogue:Tom Ravensburger|tauk]]) 06:08, 10 Januar 2021 (UTC) == Intercontinental Cup == I created this page, it was necessary, I can't link it to other languages, can you do it?--[[Uiser:Tom Ravensburger|Tom Ravensburger]] ([[Uiser collogue:Tom Ravensburger|tauk]]) 08:35, 10 Januar 2021 (UTC) == Sorry about the edits I make == Hi, sorry to bother you but I’m sorry for the edits I make in English because I’m an English person. I enjoy writing articles to build the encyclopedia. [[Uiser:RedhotRod4|RedhotRod4]] ([[Uiser collogue:RedhotRod4|tauk]]) 10:44, 16 Januar 2021 (UTC) :{{ping|RedhotRod4}} Hey, in that case I'd encourage ye to make articles in yer personal userspace then ask for them to be translated. If ye're interested in learning to write Scots, we've got a [https://discord.gg/RA4tyaN Scots language Discord server] where we'd be happy to help. The other issue with the articles is the lack of substance to them. While there is some minor substance to [[Damageplan]], it'd still be good to have more content with references. The [[Frankenstrat]] article as it stands could easily be merged with [[Eddie Van Halen]] as per our [[Wikipedia:Notability|notability policy]] regarding broad articles before specific articles (thanks for expanding that article by the way. It's a better start but still could do with a bit of polish) [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 12:15, 16 Januar 2021 (UTC) Uh...ok. [[Uiser:RedhotRod4|RedhotRod4]] ([[Uiser collogue:RedhotRod4|tauk]]) 12:21, 16 Januar 2021 (UTC) == New uiser warnin template for Notability == Hullo, a hae pit thegither a new uiser warnin template whan airticle's [[Wikipedia:Notability|notability]] is bein speirt. A hae noted hou ti uise it (as thair is some customisation) [[Wikipedia:Redd_Up#Notability_Speirt|here]]. [[Uiser:Soothrhins|soothrhins]] ([[Uiser collogue:Soothrhins|tauk]]) 21:52, 19 Januar 2021 (UTC) :{{ping|Soothrhins}} The extra text pairt o the template micht need a bit o wirk as it dupes the text an maks reid airtins (see [https://sco.wikipedia.org/w/index.php?title=Uiser_collogue:124.169.246.158&oldid=833961 iss edit] fur an ensaumple) [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 04:57, 22 Januar 2021 (UTC) ::<code><nowiki>{{{2|}}}</nowiki></code> was used twice: In the <code>if</code> for multiple violations(?) and for the "Extra text". I changed the first one to <code><nowiki>{{{3|}}}</nowiki></code> for now because the second one ("Extra text") is used in the documentation. --[[Uiser:Andreas|<span style="color:#cb005f">Lacey</span>]] ^{([[Uiser collogue:Andreas|<span style="color:#cb005f">tauk</span>]])} 20:19, 22 Januar 2021 (UTC) :::{{ping|Andreas}} {{ping|CiphriusKane}} Thanks! [[Uiser:Soothrhins|soothrhins]] ([[Uiser collogue:Soothrhins|tauk]]) 14:11, 24 Januar 2021 (UTC) == Leet o warld champion fitba clubs == I don't know who made this mess: the page in question has been merged with the page of the FIFA world federation, they are two things that have nothing to do with each other, one is the world federation, the other is the list of world champions clubs released by FIFA, you can correct?--[[Uiser:Kanoawi|Kanoawi]] ([[Uiser collogue:Kanoawi|tauk]]) 11:44, 23 Januar 2021 (UTC) : {{ping|Kanoawi}} Hey, I was the one who merged the articles. The list was tagged as a violation of our [[Wikipedia:Notability|notability policy]] in relation to article quality (zero context about the list, lack of sufficient sources) and was left untouched for over the stated improvement duration (1 week) so I merged it into FIFA, as it's basically just a list of clubs recognised by FIFA and the FIFA article itself is lacking. The alternate was I delete the list article outright, and we favour merging over deletion where possible. Should the list page be brought up to scratch, then it needn't be merged. Also, saying that the list of clubs '''recognised by FIFA''' is unrelated to FIFA seems contradictory [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 12:04, 23 Januar 2021 (UTC) =={{en}} January editathon== Just a wee reminder that the next scots wiki editathon takes place this weekend, Sat 30 & Sun 31 January. If you'd like help improving your written scots skills, then folks from the Scots Language Centre will be on Zoom on [https://www.eventbrite.co.uk/e/scots-wiki-editathon-january-2021-saturday-30th-tickets-137925028473 Saturday (15:00-17:00 GMT)] and [https://www.eventbrite.co.uk/e/scots-wiki-editathon-january-2021-sunday-31st-tickets-137925646321 Sunday (12:00-14:00 GMT)] to do some collaborative editing, and I'll be around to help with any wiki queries. Feedback last time was that the language support was really helpful (and fun!), and we'd love to see you. We're looking mainly at improving articles to do with politics, particularly articles about politicians. More info, article lists, and sign up details on the event page: [[wikipedia:Scots Wikipedia Editathon Januar 2021|Wikipedia:Scots Wikipedia Editathon Januar 2021.]] [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 09:57, 27 Januar 2021 (UTC) == Frog article == Hi — I see you've been involved with the 'Frog' page on the Scots Wikipedia. I thought I might bring it to your attention that the page has been vandalised (overwritten with text from the Middle English Wikipedia) — I'm not savvy enough to fix the change myself but I hope flagging it is enough. [[Uiser:Æolus|Æolus]] ([[Uiser collogue:Æolus|tauk]]) 21:41, 31 Januar 2021 (UTC) =={{en}} Thanks for taking part in the January editathon!== Just as it says above - thanks for taking part. You can see [https://outreachdashboard.wmflabs.org/courses/E_Scots_Leid/Scots_Wiki_Editathon_30-31_Januar_(30-31_Januar_2021) the results of January's event here], I reckon we did pretty well. Hope to see you at the next one! [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 18:07, 3 Februar 2021 (UTC) == Hello, == This is Tom, I nopticed that my block has since been removed (I think it was for 3 months, THINK) and I was wondering IF I could contribute A BIT now? I mrean in terms of correcting spellings and small points like that not creating 900 articles an hour I mean so fear not [lol] But yes that was my question. I asked you as I think you were the user who blocked me (as I said I THINK it was you) Signed Tom. [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 16:07, 13 Februar 2021 (UTC) : Hey Tom, the block was actually only one month which expired a few days ago. The concern I have is that even outside of mass creation of pages, yer Scots ability is still lacking, such as [https://sco.wikipedia.org/w/index.php?title=Gloria,_Princess_o_Thurn_an_Taxis&diff=prev&oldid=817654 this edit] which somehow turned English into incorrect English, let alone into Scots. Probably the best idea is to make suggestions for changes on relevant talk pages so that experienced Scots speakers can make the changes properly. This was one of the proposals on the AN thread which saw support. I'd suggest focusing on proving that existing articles are notable by themselves, rather than on making more genealogy pages. : If ye agree with this, I can inform the AN discussion and get consensus for the deal, with a possible stipulation that ye get an article namespace block to ensure enforcement, along with a single reminder per new IP, to account for yer memory problems and IP changes. This deal will also entail that ye stop maligning other editors, including accusing them of being spiteful. : I get ye want to help which is why I'm nae reblocking ye, but yer actions have had an adverse effect on other editors. If I may borrow yer words, keep in mind that we're human. How does this sound? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 05:28, 14 Februar 2021 (UTC) ::Yo, just saw this. I didn't accuse anyone on scowiki being spieful, that was some of the enwiki users. I can honestky say that everyone I 've encountered on scowiki have/has been lovely to be honest so I can't fault that a all. And ok, that makes sense as in bettering the pages that already exist I agree because as ye said my scots is lacking *blushes* but yes ok thank you for the swift reply too and happy Valentine's Day [lol] signed Tom [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 18:08, 14 Februar 2021 (UTC) :::"that was some of the enwiki users" This is what I mean by maligning other users. Slandering them here is part of the reason why I blocked ye, because it indicates to me that ye think it's fine to disparage them because it was a different wiki. I dinnae care where it happened, or why, or whether or nae they've edited here or even ken this wiki exists, calling other users spiteful is out of line [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 07:00, 15 Februar 2021 (UTC) ::::It's purely frustration on my part, I'm not excusing it and I totally see your point but it is just sheer frustration and disappointment. Sorry :( [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 14:18, 16 Februar 2021 (UTC) :::::Tom, this'll be yer reminder to keep to talk pages rather than editing articles directly. Also, I need ye to explicitly state that ye agree with the terms of the deal before I present it to the AN [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:38, 16 Februar 2021 (UTC) == [[Friedrich, Duke o Mecklenburg-Grabow]] -> Duke Friedrich o Mecklenburg, Prince o Grabow == Hello, would you be able to move the above to the latter at all? I did some research and his title is wrong (my fault ''entirely'' having made it in the first place) Prince of/o Grabow was/wis in fact his title/teetle, not/nae Duke o Mecklenburg-Grabow. I also added a reference to his article too. Hope you're well, I must admit I'm quite proud of the addition of a reference to be honest [lol] forever in your debt signed Tom. [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 14:15, 16 Februar 2021 (UTC) :'''Nae done''' - The source ye linked says Duke of Mecklenburg-Grabow. Provide a reliable source saying otherwise or it remains as is [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:38, 16 Februar 2021 (UTC) ::However, rywiki says Grabow wis an appanage an dewiki says he wis styled *Prince* [o Grabow] plus, ruwiki has his page as *Frederick of Mecklenburg, Prince of Grabowsk(i)* the reference I added wis more to do with where he wis buried (I wis going create a ''Category:Buirials at the Schelfkirche, Schwerin'', in the very distant future, that's all that was for) [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 19:45, 17 Februar 2021 (UTC) The main point is he wasn't the Duke of/o *MG but the Prince of/o G. :::Wikipedia isnae a valid source, and neither of those pages list him as Duke and Prince in the title. The de wiki lists neither. Also, ye've technically broken the terms of the deal I proposed now, only reason I've nae blocked is because the deal wisnae ratified by the community [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 07:21, 18 Februar 2021 (UTC) ::::Ok, so I have located a source that does mention his title being an appanage BUT it reads prety much exactly the same as dewiki so I'm a bit confused right now. [https://wollongongmemorialgardens.com.au/history/search-our-records/deceased-search?sq_content_src=%2BdXJsPWh0dHBzJTNBJTJGJTJGZGUud2lraXBlZGlhLm9yZyUyRndpa2klMkZGcmllZHJpY2hfenVfTWVja2xlbmJ1cmcmYWxsPTE%3D ''Friedrich , Duke of Mecklenburg [-Schwerin], sometimes wrongly: Friedrich I , called Prince von Grabow (born February 13, 1638 in Schwerin , † April 28, 1688 in Grabow ) was an apanaged prince in Grabow.'' ] [[Special:Contributions/51.6.94.254|51.6.94.254]] ([[User talk:51.6.94.254|talk]]) 18:32, 18 Februar 2021 (UTC) what terms? :::::It's likely a mirror site then, and all this is saying to me is that the page should maybe be called "Freidrich o Mecklenburg" without any titles. As for the terms, scroll up [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:39, 18 Februar 2021 (UTC) ==Mairch editathon== {{en}}Just a wee reminder that the next scots wiki editathon takes place this weekend, Sat 20 & Sun 11 march, we'll be looking at Scots & Irish media & art. If you'd like to come and edit socially, then myself and folks from the Scots Language Centre will be on Zoom on [https://www.eventbrite.co.uk/e/scots-wiki-editathon-march-2021-saturday-20th-tickets-145533926893 Saturday (12:00-14:00 GMT)] and [https://www.eventbrite.co.uk/e/scots-wiki-editathon-march-2021-sunday-21st-tickets-145534247853 Sunday (12:00-14:00 GMT)] to do some collaborative editing, and I'll be around to help with any wiki queries. More info, article lists, and dashboard sign up details on the event page: [[Wikipedia:Scots Wikipedia Editathon Mairch 2021]] [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 15:29, 19 Mairch 2021 (UTC) == RedhotRod4 == Hullo, CiphriusKane. I’m NinjaRobotPirate, an I can confirm that [[Uiser:RedhotRod4]] is a sockpuppet of PoliceOfficer124, an eeditor on enwiki. Thanks foar blockin the account. I speak a bit of French, but I do have an understanding of Scots as well. {{unsigned|89.168.3.43}} 00:46, 19 Mairch 2021 (UTC) :The abeen message wisna sent bi NinjaRobotPirate, but prolly bi PoliceOfficer124, impersonation wis confirmt [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:08, 20 Mairch 2021 (UTC) == Greetings fellow earthling. == Hope all is well on your end, I wanted to ask your permission to create a small page about María Francisca Fernanda Fitz-James Stuart y Stolberg-Gedern (to correspond with the sister article on eswiki) and wanted to ask your permission before jumping the gun and creating it and then going a bit mad and making 10 others then being labelled god only knows what. So am I ok to do this? (I have also found a few online references to include in to the creation of said article. It may interest you to know, that I've emailed the stewards but am still awaiting a response, I even emailed User:Jimbo Wales but again am awaiting a response and am still praying desperately. I'll check this later signed Tom. [[Special:Contributions/31.125.215.135|31.125.215.135]] ([[User talk:31.125.215.135|talk]]) 13:27, 12 Mey 2021 (UTC) :Tom, you've got a community block. This means that you will only be allowed to edit if you can convince the community to unblock you, both on here and on enwiki. So no, you're not making any more pages, especially not badly translated genealogy pages. Rightfully I should be blocking this IP as well, but I'm not going to yet, not unless you give me a reason to [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 20:53, 12 Mey 2021 (UTC) ::Hello, thank you for giving me the chance to reply too, as I said I have emailed the stewards seeking assistance but don't hold out much hope that anyone will be overly helpful plus I'm not convinced Jimbo will even acknowledge me, plus I'm far to scared to write on his en talkpage for fear of being blocked or generally moaned at. How can I actually get any help from people via email though, it's easy for people to dismiss others via email, I doubt these people would be as dismissive in person but then we'll never know. I honestly don't know what else or whom else to contact (I also contacted an en admin via email and she ignored me, then I found her on Twitter and she blocked me. :| prior to me saying I just need your help I don't want your bank details. Also, I initially started making pages on here to try to make people aware that several pagenames on enwiki are in fact wrong, for example #en wiki : Maria Theresa of Spain vs sco [[Marie Thérèse o Austrick]] (She was a Habsburg of Spain, but an Archduchess of Austria, thus Spain is incorrect, even her grave says M T of A in French obviously) #en wiki : Charles of Mecklenburg-Güstrow vs sco [[Karl, Hereditary Prince o Mecklenburg-Güstrow]] (heir to the throne and thus styled Hereditary Prince) #en wiki : María Josefa Pimentel, Duchess of Osuna vs sco : [[María Josefa Pimentel y Téllez-Girón, Duchess o Osuna]] (Spanish nobility uses paternal names first followed by maternal maiden names thus en is incorrect and misleading) #en wiki Ángela Téllez-Girón, 16th Duchess of Osuna vs sco [[Ángela Téllez-Girón y Duque de Estrada, 16t Duchess o Osuna]] (same situation as above) I honestly don't know what to do. This is all so frustrating and unfair, as I said I doubt I'd be ignored in person. Pleaseeeeeeeeee help me. :( signed Tom [[Special:Contributions/31.125.215.135|31.125.215.135]] ([[User talk:31.125.215.135|talk]]) 13:56, 13 Mey 2021 (UTC) :::Frankly all these pages should be VfD'd. This wiki is not your playpen [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 15:16, 13 Mey 2021 (UTC) :::Also Tom, let me make myself clear: it is the communities that you have to ask to be unblocked. The COMMUNITIES. Not the stewards, not Jimbo Wales, not me, the communities. Evading your block just because you don't like it is why you keep being blocked [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 15:23, 13 Mey 2021 (UTC) ::::I was unaware that I had to contact the communities to be fair. How do I go about doing so, as I've not even heard of this (thank you for informing me of this though) :::::[[:en:Wikipedia:Unblock_Ticket_Request_System]] Use this for enwiki, and for here, post [[Template:Unblock]] with your appeal on your IP talk page. Make it clear that you understand why you were blocked and what you will do differently, and most importantly do not make negative aspersions about anybody in your appeal. Calling others bullies and claiming vendettas is a surefire way to having an instant decline [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:19, 13 Mey 2021 (UTC) ::::::OH I SEE, so just to be clear, I'm putting the unblock template on SeaSnail's talk page yes? I'm a tiny bit scared to do so for fear of just immeadiately being blocked to be honest =[ signed Tom. [[Special:Contributions/31.125.215.135|31.125.215.135]] ([[User talk:31.125.215.135|talk]]) 10:09, 14 Mey 2021 (UTC) :::::::Naw, on your IP talk page. There is no way we can unblock the SeaSnail account [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 01:16, 15 Mey 2021 (UTC) ::::::::Oh you mean the talk page for ''' 31.125.215.135'''? Because I haven't edited enwiki on this IP address though so surely it'd make more sense to do it on SeaSnails as that's the one that's blocked? Signed Tom [[Special:Contributions/31.125.215.135|31.125.215.135]] ([[User talk:31.125.215.135|talk]]) 13:08, 15 Mey 2021 (UTC) Tom, I'm going to level with you here. Any unblock appeal you make is probably going to fail. In your last appeal, you immediately resorted to personal attacks, and that was six weeks ago. The standard offer on enwiki has six months minimum good behaviour from what I understand, and this includes no block evasion or personal attacks. If I help you with the appeals any further, I'm just setting you up for failure [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 21:16, 15 Mey 2021 (UTC) :::::::: hello, sorry for the late reply, I saw you had replied when I was on my phone but the screen is too small for me to see what I was actually typing (I'm 75% blind as a result of the previously mentioned brain injury I had in 2012 so I'm writing this on my laptop. Anyway, I do genuinely feel that the way I have been treated has been totally fair, I highly doubt people would have treated me like this if if was in person but because this is the internet it's ok to treat other human beings like dirt, apart from the fact I have made hundreds on articles (on scowiki alone) ''some'' of which I ''think'' have been deleted presumably due to the poor linguistics so fine but I also though Wikipedia was for everyone? Not just a lucky few. I set up SeaSnail using an email address for a faceboik account I have (email address is lmadebourbon@gmail.com look it up IF you don't believe me) and my ip address at that point was not blocked so thought it would be ok but MY email was blocked (tom.june13@gmail.com) so it does sort of feel like I can never win :| as I have said to you countless times (and probably other) I'm a hguman being, with feelings I don't deserve to be treated like a bad person when I'm not, plus I've never vandalised Wikipedia corrected yes, but not vandalised. Signed Tom [[Special:Contributions/31.125.215.135|31.125.215.135]] ([[User talk:31.125.215.135|talk]]) 16:12, 17 Mey 2021 (UTC) : Six months Tom. That is the minimum I expect you to wait before making any further appeals. I'll also be blocking this IP because you were on thin ice as it was, but resorting to casting aspersions again cracked it [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 08:11, 20 Mey 2021 (UTC) :: Tom, I have advised CK to not unblock you under any circumstances without my approval. My talk page is [[uiser collogue:MJL|here]] to discuss your next appeal in 6 months.<br />Please consider editing [https://familypedia.wikia.org/wiki/Family_History_and_Genealogy_Wiki the Family History and Genealogy Wiki]; it's more attuned to your interests anyways.<br />In the meantime, please stop bothering CiphriusKane about this. &#8211;<span style="font-family:CG Times, times">[[User:MJL|<span style="color:black">MJL</span>]]&thinsp;[[User talk:MJL|‐'''Tauk'''‐]]^{[[Special:CentralAuth/MJL|☖]]}</span> 18:32, 21 Mey 2021 (UTC) == {{en}} Next Editathon == Heya, heads up that the next Editathon will take place this weekend (5 & 6 June), we're looking at Scots in STEM as a starting point. More info on the event page [[Wikipedia:Scots Wikipedia Editathon Juin 2021|here.]] Hope to see ou at the Zoom sessions! [[Uiser:Sara Thomas (WMUK)|Sara Thomas (WMUK)]] ([[Uiser collogue:Sara Thomas (WMUK)|tauk]]) 13:09, 3 Juin 2021 (UTC) == Invitation for Functionary consultation 2021 == Greetings, Admins of the emerging community, I'm letting you know in advance about a meeting I'd like to invite you to regarding the [[:m:Universal Code of Conduct|Universal Code of Conduct]] and the community's ownership of its future enforcement. I'm still in the process of putting together the details, but I wanted to share the date with you: 10/11 July, 2021. I do not have a time on this date yet, but I will let you soon. We have created a [[:m:Universal Code of Conduct/Functionary consultations/June and July 2021|meta page]] with basic information. Please take a look at the meta page and sign up your name under the appropriate section. Thank you for your time.--[[User:BAnand (WMF)|BAnand (WMF)]] 15:14, 10 June 2021 (UTC) <!-- Message sent by User:BAnand (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=MassMessage/Lists/UCoC_Group&oldid=21568660 --> == Translation request == Hello. Can you translate and upload the articles [[:en:Flag of the Azerbaijan Soviet Socialist Republic]], [[:en:Emblem of the Azerbaijan Soviet Socialist Republic]] and [[:en:Anthem of the Azerbaijan Soviet Socialist Republic]] in Scots Wikipedia? They should not be long. Yours sincerely, [[Uiser:Multituberculata|Multituberculata]] ([[Uiser collogue:Multituberculata|tauk]]) 15:16, 1 Julie 2021 (UTC) == [[Lycalopex]] == How is my Scots on the article [[Lycalopex]]? Also, due to my passion in righting the Scots Wikipedia, I've been rewriting increasingly large sections of articles (about animals, for the time being) in what I think is correct Scots. Am I at risk of becoming the new AG? --[[User:Corsicanwarrah|Корсикэн-Уара]] ([[Uiser collogue:Corsicanwarrah|юзер толк]]) 17:56, 18 Julie 2021 (UTC) == Honda 70== Dear I have corrected from Honda 70 to Honda CD70 and you had deleted the link, kindly note that Honda CD70 is the brand and it is the largest selling motorcycle in Pakistan. Please revert your changes... :It's unnecessary external airtins in the body ae the airticle. We'r nae here tae be an advertisn platform fur the bike [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 10:20, 19 Julie 2021 (UTC) == Hello == Hello, please save the [[Qaem Shahr]] article and link it to the wiki data item. Thanks [[Uiser:Viera iran|Viera iran]] ([[Uiser collogue:Viera iran|tauk]]) 13:56, 25 Julie 2021 (UTC) == Restore Charlotte's Web == The page [[Charlotte's Web]] wis delytit, but had useful content. Can ye restore it? Thank ye. [[Special:Contributions/104.58.147.208|104.58.147.208]] ([[User talk:104.58.147.208|talk]]) 02:20, 1 November 2021 (UTC) :Please note: that page had been taen fae [[:en:Charlotte's Web]]. [[Special:Contributions/104.58.147.208|104.58.147.208]] ([[User talk:104.58.147.208|talk]]) 02:22, 1 November 2021 (UTC) ::A'v undeletit the airticle as requestit. Deletion raisonin leuked shaky ti me onyweys [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 05:14, 1 November 2021 (UTC) :::The page still needs tae be translated some more. Can ye work on it? Also, can ye restore [[Descendants 3]]? It too seemed tae be a shaky deletion bi a non-Scots global admin. [[Special:Contributions/2600:1700:53F0:AD70:7455:930:5B0D:E8DF|2600:1700:53F0:AD70:7455:930:5B0D:E8DF]] ([[User talk:2600:1700:53F0:AD70:7455:930:5B0D:E8DF|talk]]) 20:57, 25 November 2021 (UTC) ::::Also, Charlotte's Web needs tae be connected tae Wikidata. [[Special:Contributions/2600:1700:53F0:AD70:7455:930:5B0D:E8DF|2600:1700:53F0:AD70:7455:930:5B0D:E8DF]] ([[User talk:2600:1700:53F0:AD70:7455:930:5B0D:E8DF|talk]]) 20:59, 25 November 2021 (UTC) == DRV == I suggest you block 2601:43:0:3970:0:0:0:0/64 instead. IP users on this particular ISP can hop IP's in a /64 range pretty easily (switching from devices, opening a new browser window) [[Uiser:Wizzito|Wizzito]] ([[Uiser collogue:Wizzito|tauk]]) 20:46, 19 December 2021 (UTC) == How we will see unregistered users == <div lang="en" dir="ltr" class="mw-content-ltr"> <section begin=content/> Hi! You get this message because you are an admin on a Wikimedia wiki. When someone edits a Wikimedia wiki without being logged in today, we show their IP address. As you may already know, we will not be able to do this in the future. This is a decision by the Wikimedia Foundation Legal department, because norms and regulations for privacy online have changed. Instead of the IP we will show a masked identity. You as an admin '''will still be able to access the IP'''. There will also be a new user right for those who need to see the full IPs of unregistered users to fight vandalism, harassment and spam without being admins. Patrollers will also see part of the IP even without this user right. We are also working on [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Improving tools|better tools]] to help. If you have not seen it before, you can [[m:IP Editing: Privacy Enhancement and Abuse Mitigation|read more on Meta]]. If you want to make sure you don’t miss technical changes on the Wikimedia wikis, you can [[m:Global message delivery/Targets/Tech ambassadors|subscribe]] to [[m:Tech/News|the weekly technical newsletter]]. We have [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#IP Masking Implementation Approaches (FAQ)|two suggested ways]] this identity could work. '''We would appreciate your feedback''' on which way you think would work best for you and your wiki, now and in the future. You can [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation|let us know on the talk page]]. You can write in your language. The suggestions were posted in October and we will decide after 17 January. Thank you. /[[m:User:Johan (WMF)|Johan (WMF)]]<section end=content/> </div> 18:19, 4 Januar 2022 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Johan_(WMF)/Target_lists/Admins2022(6)&oldid=22532666 --> == (en) Zoom editing session & guest speaker - Thursday 20th January == Hey there! Just a wee reminder that we've got a social editing session this evening as part of the January writing drive, 7-9, featuring guest speaker Dr Michael Dempster from the Scots Language Centre! [https://www.eventbrite.co.uk/e/245743775247 You can sign up on Eventbrite here]. Be great to see you! [[Uiser:Lirazelf|Lirazelf]] ([[Uiser collogue:Lirazelf|tauk]]) 11:02, 20 Januar 2022 (UTC) == Barnstar! == {| style="border: 1.5px solid gray; background-color: #fdffe7; padding-right: 5px" |rowspan="2" style="vertical-align:middle;" | [[File:Dark Blue Scottish Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Scots Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | <var>This barnstar is bein gien as an awaird tae ken yer contreebution tae the Scots wiki bi gien a haun in the Januar 2022 Writin Drive</var> [[Uiser:Lirazelf|Lirazelf]] ([[Uiser collogue:Lirazelf|tauk]]) 17:40, 26 Januar 2022 (UTC) |} [[Uiser:Lirazelf|Lirazelf]] ([[Uiser collogue:Lirazelf|tauk]]) 17:40, 26 Januar 2022 (UTC) ==Whauriver ye be...== ...lang may yer lum reek! == Scots question. == Is it true that in the Scots language, "in" means the same thing in both English & Scots? I am still not the best at Scots at the moment, especially with the Scottish equivalent of "sight words". Could you redirect me to some resources for learning Scots? It would be greatly helpful and appreciated as I am having some difficulty finding nice resources. Best Regards, [[Uiser:L&#39;Mainerque|L&#39;Mainerque]] ([[Uiser collogue:L&#39;Mainerque|tauk]]) 00:57, 8 October 2022 (UTC) :(en) {{ping|L'Mainerque}} Yep, though some people spell it as i and drop the n. "an" would mean either "an" or "and" in English. As for resources, Michael Dempster has a 10-hour course on Scots [https://www.youtube.com/playlist?list=PLmk3hiyUEgWl7Qa9pBGN3r94ahQiSXJ2U here] and there's a Scots language Discord server [https://discord.gg/sMceZgcd here] [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 01:04, 8 October 2022 (UTC) ::(en) @[[Uiser:CiphriusKane|CiphriusKane]] I figured, I thought "an" meant both "and" & "in" from something I read, but I wasn't 100% sure. I will take a look onto that 10hr course & I have joined the Discord. ::Thank you so much, ::[[Uiser:L&#39;Mainerque|L&#39;Mainerque]] ([[Uiser collogue:L&#39;Mainerque|tauk]]) 01:14, 8 October 2022 (UTC) == CrossWiki spam == Hello, [[NateNet]] article is a CrossWiki spam created by the same user on all Wikis. Thanks. [[Uiser:Wooze|Wooze]] ([[Uiser collogue:Wooze|tauk]]) 20:24, 24 October 2022 (UTC) :(en) I'm aware and am addressing the situation, but thanks for the heads up [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 20:33, 24 October 2022 (UTC) == WE NEED YOU BACK == Can you please come back to editing and change xxxtenacion’s picture from the mugshot to something better!!!! 🙏🙏🙏🙏🙏🙏 [[Special:Contributions/24.121.43.130|24.121.43.130]] ([[User talk:24.121.43.130|talk]]) 06:48, 6 December 2022 (UTC) == Quick question / main page == Hi there. I'm [[Uiser:Alison]] - bureaucrat and admin on the [[:ga:Príomhleathanach|Irish]] and [[:gv:Ard-ghuillag|Manx Wikipedias]]. I just happened to stop by and saw that the mainpage here could use a little makeover. I did this successfully for both the Irish and Manx wikis, including setting up daily rolling content, updating the CSS and Modules, etc. I don't speak Scots, I have to say, so would need a little bit of your help on a few things - but I can easily handle all the technical stuff. Let me know what you think - [[Uiser:Alison|Alison]] ([[Uiser collogue:Alison|tauk]]) 21:40, 27 December 2022 (UTC) :(en) {{ping|Alison}} Hey, I appreciate the offer. The main page is something that's not been touched since Leidgate, so could probably do with a fresh coat of paint, so to speak. If you're willing, we can talk more in the E Scots Leid discord server ([https://discord.gg/YfgwV4He invite]), as while I try and keep discussions onwiki I feel like this could benefit from real time chat, plus there's other editors on there that prefer Discord over onwiki discussions [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 14:31, 28 December 2022 (UTC) == River Duin == See [[Collogue:River Doon|Collogue]] [[Uiser:Nogger|Nogger]] ([[Uiser collogue:Nogger|tauk]]) 22:23, 23 Januar 2023 (UTC) :A aareidy replied there, an a still sey it's conjectur [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 22:25, 23 Januar 2023 (UTC) == Discouraged == Hello Ciphrius. I can see that according to your userpage you're feeling a bit discouraged at the moment. Keep up the good work here. I always enjoy chatting with you on Discord, it actually helps me learn more about different cultures without having to travel to them! (no I'm not going to rewrite this in Scots, I can read it but not speak it. If I did I would probably sound like someone trying to sound like [[Shrek]]) [[Uiser:Blaze Wolf|Blaze Wolf]] ([[Uiser collogue:Blaze Wolf|tauk]]) 14:10, 30 Januar 2023 (UTC) == Non-free use rationale == How dae ye uplaid ''non-free'' files? It airts tae a Wikimedia commons link.[[Uiser:That Northern Irish Historian|That Northern Irish Historian]] ([[Uiser collogue:That Northern Irish Historian|tauk]]) 00:45, 5 Mey 2023 (UTC) :Try [[Special:Upload]] [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 00:58, 5 Mey 2023 (UTC) ::'The action that ye hae requestit is leemitit til uisers in the groop: [[Wikipedia:Admeenistraters|Admeenistraters]].' [[Uiser:That Northern Irish Historian|That Northern Irish Historian]] ([[Uiser collogue:That Northern Irish Historian|tauk]]) 17:05, 29 Mey 2023 (UTC) == Uill feumaidh mi cuideachadh. == Uill feumaidh mi cuideachadh. Carson a tha thu ag aontachadh. Chan eil fios agam ciamar a dh 'fheumas mi a'raf a th' ann. Dè an seòrsa dùilean a tha thu ag iarraidh? [[Special:Contributions/172.103.168.17|172.103.168.17]] ([[User talk:172.103.168.17|talk]]) 01:51, 2 Juin 2023 (UTC) == Hey == Feumaidh mi cuideachadh le Scot cànan. An urrainn dhut innse dhomh dè an riatanas a th 'ann airson Wikipedia? [[Uiser:Gracewan2012|Gracewan2012]] ([[Uiser collogue:Gracewan2012|tauk]]) 01:59, 2 Juin 2023 (UTC) :Ye kin stairt bi pittin yer messages in the [[Scots leid]], fit is the leid o iss projeck, insteid ae Scottish Gaelic, an stappin wi editin fae yer IP. A cannna actual spik Scottish Gaelic [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 02:05, 2 Juin 2023 (UTC) == Recreation of some deleted pages for Car manufacturers == @[[Uiser:CiphriusKane|CiphriusKane]] Hi Ciphrius! Please can you recreate some deleted pages about Car manufacturers which you deleted them on Scots Wikipedia: * Aston Martin * Audi * Bentley * Chevrolet * Jeep * Nissan * Porsche * Škoda Auto * Volvo Cars In addition, can you create a new page for the newborn German Car manufacturer Borgward: https://en.m.wikipedia.org/wiki/Borgward and also for Cadillac: https://en.m.wikipedia.org/wiki/Cadillac and VinFast: https://en.m.wikipedia.org/wiki/VinFast which are missing on Scots Wikipedia. Thanks [[Uiser:EDASHI|EDASHI]] ([[Uiser collogue:EDASHI|tauk]]) 05:36, 11 September 2023 (UTC) :(en) Those articles were all deleted for being [[Scotched English|Scotched]], and checking over the deleted revisions they were also extremely threadbare and quantity-over-quality creations (i.e. 1-2 unsourced sentences). Given how much of this wiki is still like that, I'm disinclined to recreate those pages myself but I'll not stop anybody that wishes to (re)create the pages while addressing the issues I listed [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 11:20, 11 September 2023 (UTC) == Hertenin an speirin == Aye aye! Gaun yersel! Keep on giein it laldie! Cud ye please gies a haun wi the wirds that's misscotched in the airticles, kettegories an templates? Dae ye ken hou tae modifee mony kettegories at aince? Fur ensaumple, chyngin 'establishment' tae 'estaiblishment' as i [[:Category:1997 establishments]]? [[Uiser:Munci|Munci]] ([[Uiser collogue:Munci|tauk]]) 18:01, 16 October 2023 (UTC) :{{ping|Munci}} Hiv ye gien HotCat ae twirl? Ye cin pit it up bi gangin ti [[Special:Preferences]], dabbin the "Gadgets" heider an tickin the HotCat box? An sairie fur the lang reply, internet wis oot the past week [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:03, 23 October 2023 (UTC) ::Thank ye, A'd haurd o HotCat bit A didnae ken hou tae wirk it ir whit it daes. A'll gie hit a shot! Nae bather! [[Uiser:Munci|Munci]] ([[Uiser collogue:Munci|tauk]]) 15:30, 5 November 2023 (UTC) :::A'd advise uisin "mak" ower "creaut". Whiles there is hits fur creaut in Gilmour's Corpus, it's rare sae a'v been in the wey ae changin aa the "creaut"/"ceaut"/"craeft" on the wiki ti "mak", bit it's yer walin [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:38, 5 November 2023 (UTC) == Hebrew == Thanks a lot for your edit to [[Template:lang-he]]. Still "lang-he-n" and "lang-he-a" to go, pretty please... -[[User:Corsicanwarrah|Корсикэн-Уара]] ([[Uiser collogue:Corsicanwarrah|юзер толк]]) 18:08, 29 October 2023 (UTC) :Deen, still some airtins til Ebreu left bit sud aa jist be airticle-level insteid ae template level [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 18:45, 29 October 2023 (UTC) == TNA == Im anly copypastin A want tae rename the page tae total nonstop action, the uiser wha eeditit put it wrong, the company is namit Total Nonstop Action no TNA Wrestling that's why a did whita did juist correctin uiser mistak. [[Uiser:TNAFan55|TNAFan55]] ([[Uiser collogue:TNAFan55|tauk]]) 13:28, 5 Februar 2024 (UTC) :{{ping|TNAFan55}} An in daein sae, ye essentially erased the airticle's edit history. The CC-BY-SA license requires attreibution ti be gien/keppit up, hence foo come ye flit pages ti preserv the edit history, ye dinna jist copypaste it acause aat remuives the edit history an gies ye credit fur edits ye didna mak insteid ae the actual awthor [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 13:38, 5 Februar 2024 (UTC) ::Lorg mi an cànan Albannach. Faodaidh tu na h-artaigilean ùra a leantainn. ::([[Uiser:Ahmed brens|Ahmed brens]] ([[Uiser collogue:Ahmed brens|tauk]]) 20:34, 16 Februar 2024 (UTC)) == Is this page in Scots, or phonetically spelled English == [[Electronic cigarette]] [[Special:Contributions/2601:644:907E:A450:159E:4B95:CCA0:7C0|2601:644:907E:A450:159E:4B95:CCA0:7C0]] ([[User talk:2601:644:907E:A450:159E:4B95:CCA0:7C0|talk]]) 17:36, 14 Mairch 2024 (UTC) This too: [[Ford Vedette]] [[Special:Contributions/2601:644:907E:A450:159E:4B95:CCA0:7C0|2601:644:907E:A450:159E:4B95:CCA0:7C0]] ([[User talk:2601:644:907E:A450:159E:4B95:CCA0:7C0|talk]]) 17:40, 14 Mairch 2024 (UTC) == The Missin Links == There's a lot o missin links in many Scots airticles. They arenae doin any guid tae the airticles, so should I remove them? [[Uiser:EVTOfficial|EVTOfficial]] ([[Uiser collogue:EVTOfficial|tauk]]) 00:31, 5 Juin 2024 (UTC) :{{ping|EVTOfficial}} Ay, remuiv reid airtins an categories. Thay wis pit ower athoot thocht anent foo appropriate thay war fur iss wiki [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 09:18, 6 Juin 2024 (UTC) == Thank you for your hard work == Thank you. Can you tell if [[Special:Contributions/Crotot|User:Crotot]] is a Scots speaker? They wrote almost all the pages in [[:Category:Ceeties in North Dakota]], such as [[Ashley, North Dakota]]. [[Uiser:Foxes die!|Foxes die!]] ([[Uiser collogue:Foxes die!|tauk]]) 18:38, 21 Juin 2024 (UTC) :(en) Looks like they just did a heap of copypasting and managed to make the lairge/muckle mistake, so there's a high chance that they were just copying out of the same faulty dictionary as the others, but they're nae X1-eligible on that grounds [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 18:46, 21 Juin 2024 (UTC) ::Does X1 only apply to the users here? https://quarry.wmcloud.org/query/49315 [[Uiser:Foxes die!|Foxes die!]] ([[Uiser collogue:Foxes die!|tauk]]) 21:17, 21 Juin 2024 (UTC) :::(en) It applies to a specific subset of 11 users ay, those targeted in the Massive Kirkyaird cleanup. It acts as an extension intending to catch articles that were invalid either due to other edits (e.g. file moves, vandalism) or, in one user's case, due to using alts that were excluded. I'd also rather avoid naming said users in edit summaries because most of them never meant any harm, some of them just got carried away [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 21:38, 21 Juin 2024 (UTC) == Translate == Hello. Unfortunately, I don’t know Scots language, but I can help. I began to rework articles about Ukrainian administrative units, since in 2020 an administrative-territorial reform was carried out in Ukraine, according to which new districts and a new administrative unit were created - the hromadas (громади) instead of city, town and village councils. Do you know how the word ''громада'' is translated into Scots? [[Uiser:VolnyiLev|VolnyiLev]] ([[Uiser collogue:VolnyiLev|tauk]]) 06:04, 25 Juin 2024 (UTC) :(en) Literally it'd be "territorial commonity" if the enwiki article is accurate [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:48, 25 Juin 2024 (UTC) == Novi Sad railway station windae-canapy coup == Please sort oot the airticle wi spellin mistaks. I'm awfy grateful. [[Special:Contributions/188.255.145.157|188.255.145.157]] ([[User talk:188.255.145.157|talk]]) 22:58, 2 November 2024 (UTC) == Thank you for being a medical contributors! == <div lang="en" dir="ltr" class="mw-content-ltr"> {| style="background-color: #fdffe7; border: 1px solid #fceb92;" |rowspan="2" style="vertical-align: middle; padding: 5px;" | [[File:Wiki Project Med Foundation logo.svg|130px]] |style="font-size: x-large; padding: 3px 3px 0 3px; height: 1.5em;" |'''The 2024 Cure Award''' |- | style="vertical-align: middle; padding: 3px;" |In 2024 you '''[[mdwiki:WikiProjectMed:WikiProject_Medicine/Stats/Top_medical_editors_2024_(all)|were one of the top medical editors in your language]]'''. Thank you from [[m:WikiProject_Med|Wiki Project Med]] for helping bring free, complete, accurate, up-to-date health information to the public. We really appreciate you and the vital work you do! Wiki Project Med Foundation is a [[meta:Wikimedia_thematic_organizations|thematic organization]] whose mission is to improve our health content. '''[[meta:Wiki_Project_Med#People_interested|Consider joining for 2025]]''', there are no associated costs. Additionally one of our primary efforts revolves around translating health content. We invite you to '''[https://mdwiki.toolforge.org/Translation_Dashboard/index.php try our new workflow]''' if you have not already. Our dashboard automatically [https://mdwiki.toolforge.org/Translation_Dashboard/leaderboard.php collects statistics] of your efforts and we are working on [https://mdwiki.toolforge.org/fixwikirefs.php tools to automatically improve formating]. |} Thanks again :-) -- [[mdwiki:User:Doc_James|<span style="color:#0000f1">'''Doc James'''</span>]] along with the rest of the team at '''[[m:WikiProject_Med|Wiki Project Med Foundation]]''' 06:24, 26 Januar 2025 (UTC) </div> <!-- Message sent by User:Doc James@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Top_Other_Language_Editors_2024&oldid=28172893 --> == Notable films == Hi, I disagree with deleting film articles on the basis of notability when they are obviously notable, just not properly referenced, regards [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 19:30, 30 Apryle 2025 (UTC) :{{ping|Atlantic306}} then impruiv them! Or is iss wiki meant ti hae nae form ae quality control an ivery airticle aat's ae sentence lang athoot references be allooed ti staan? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:32, 30 Apryle 2025 (UTC) :: It's just as much your responsibility to improve the articles before deleting them. On the english wiki articles are kept if they are notable topics not based on their current appearance, [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 19:36, 30 Apryle 2025 (UTC) :::{{ping|Atlantic306}} Iss isna enwiki tho, an enwiki didna hae ae bunch ae lairners rinnin aroon wi fauty dictionairs puttin fuck aa effort inti thair airticle churn spam [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:38, 30 Apryle 2025 (UTC) ::::From the Scots notability page: "If ye jalous that a topic or airticle isnae 'notable', ye shuid leuk for soorces yersel." this provision is being ignored. Maybe they should be deleted on low quality grounds and not Scottish rather than notability, [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 19:53, 30 Apryle 2025 (UTC) :::::{{ping|Atlantic306}} There's iss as weel: "Seiven days ar than gien ti mak impruivments that kythe 'notability'. The tag shuidna be taen awa in that week. Syne, action maun be taen tae mell wi anither airticle or delete it if nae impruivments war made." Maist o the film pages dinna hae ony page aat thay kin be mellt inti. It gets treatit as a enwiki PROD essentially. An it's ironic aat ye gie bein law quality as bein ae raeson fan ye wis remuivin tags fur aat exac raeson [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 04:09, 1 Mey 2025 (UTC) :As asked [[#Restore Charlotte's Web|before]], can ye restore [[Descendants 3]]? [[Special:Contributions/2600:1700:C910:2960:1D5C:2DF:53AE:6684|2600:1700:C910:2960:1D5C:2DF:53AE:6684]] ([[User talk:2600:1700:C910:2960:1D5C:2DF:53AE:6684|talk]]) 17:22, 1 Mey 2025 (UTC) ::Gin ye wint it remak it fine, bit leukin ower it a didna restore it back then acause a didna dispute the raeson fur the deletion [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:53, 1 Mey 2025 (UTC) :::I need help with the translation. Same for [[Descendants (2015 film)]] and [[Descendants 2]]. There are also many missing articles in [[Template:Disney theatrical animatit featurs]]. [[Special:Contributions/2600:1700:C910:2960:1D5C:2DF:53AE:6684|2600:1700:C910:2960:1D5C:2DF:53AE:6684]] ([[User talk:2600:1700:C910:2960:1D5C:2DF:53AE:6684|talk]]) 18:57, 1 Mey 2025 (UTC) ::::Template's pit up fur deletion. Yet anither ridiculous "enwiki has it so scowiki needs it too" case [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:13, 1 Mey 2025 (UTC) :Could you help with the translation on the Descendants pages? I personally think that these Disney animated films deserve pages. If I start some, could you help me? [[Special:Contributions/2600:1700:C910:2960:1D5C:2DF:53AE:6684|2600:1700:C910:2960:1D5C:2DF:53AE:6684]] ([[User talk:2600:1700:C910:2960:1D5C:2DF:53AE:6684|talk]]) 19:22, 1 Mey 2025 (UTC) ::Also, another template: [[Template:Walt Disney Animation Studios]]. [[Special:Contributions/2600:1700:C910:2960:1D5C:2DF:53AE:6684|2600:1700:C910:2960:1D5C:2DF:53AE:6684]] ([[User talk:2600:1700:C910:2960:1D5C:2DF:53AE:6684|talk]]) 19:27, 1 Mey 2025 (UTC) :::Another thing, [[robbery]] and [[God]] are really short articles, should they be deleted? [[Special:Contributions/2600:1700:C910:2960:1D5C:2DF:53AE:6684|2600:1700:C910:2960:1D5C:2DF:53AE:6684]] ([[User talk:2600:1700:C910:2960:1D5C:2DF:53AE:6684|talk]]) 20:29, 1 Mey 2025 (UTC) ::::Bein short is in itsel nae ae threipin fur deletion, an a hae ti speir at ye, seein as it's clear aat yer lackin the Scots skills, fit tuils is ye uisin fur yer owersettins? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 21:18, 1 Mey 2025 (UTC) ::::An ti be frank a'd raither fowk focus on reddin up fit we hae insteid ae eikin ti the pile, an navboxen aat's 95% reid airtins is uissless, as the pint ae the navbox is ti navigate atween relatit pages, nae gie ae list ae suggestit pages [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 21:21, 1 Mey 2025 (UTC) :OK, I have to be clear. I wasn't actually using a machine translation, but now I see the problem, I was "scotching" basically. That's what I was asking about with the two Descendants pages, do they need fixing? I had written these before the big controversy happened. Since then, I've tried to get low quality pages deleted. Even that was for a petty reason, because of [[Bambi]] being deleted for this reason. I actually would like a proper page about Bambi. {{ping|Atlantic306}}, do you know if you could bring Bambi into scowiki? I've seen you edit the English version. Speaking of which, there is an error on it. The section "sequel" should be "follow-up", because Bambi II isn't a sequel, but a midquel. As for robbery and God, could they be expanded? The former is also unreferenced. I've also looked in the film categories and found more pages that might be X1, AmaryllisGardener created several. {{ping|Cobra 3000}}, would you be interested in creating any Disney pages in sco or gdwiki? Gdwiki had some stubs that were deleted for being low quality. They include a few that still exist in sco, which are [[The Fox and the Hound]], [[The Lion King]], [[Lady and the Tramp]], [[Oliver & Company]], [[Finding Nemo]], and [[The Princess and the Frog]]. These were like the X1 deleted articles, even if they weren't "scotcher" pages, but really short and unreferenced pages. Finally, shouldn't Template:Walt Disney Animation Studios be put up for deletion? [[Special:Contributions/2600:1700:C910:2960:1D5C:2DF:53AE:6684|2600:1700:C910:2960:1D5C:2DF:53AE:6684]] ([[User talk:2600:1700:C910:2960:1D5C:2DF:53AE:6684|talk]]) 21:53, 1 Mey 2025 (UTC) ::I mean I can help out if you want! It would be a good opportunity to provide Scots versions of the stories in the form of plot synopses! [[Uiser:Cobra 3000|Cobra!]] ([[Uiser collogue:Cobra 3000|tauk]]) 00:24, 2 Mey 2025 (UTC) ::Actually, it might a good idea for an editathon topic. I’ll speak to Wikimedia aboot it! [[Uiser:Cobra 3000|Cobra!]] ([[Uiser collogue:Cobra 3000|tauk]]) 00:25, 2 Mey 2025 (UTC) == Notable films == Hi, these film articles have notability proving references [[Avatar (2009 film)]] and [[The Lord of the Rings: The Return of the King]] yet have been tagged for notability anyway. I think this ip editor is going too fast with his nominations, [https://sco.wikipedia.org/wiki/Special:Contributions/2600:1700:C910:2960:988C:F8D7:BDCB:9475 shown here] imv [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 19:57, 6 Mey 2025 (UTC) :The feck ae the references is in the infobox an baith films is twa sentences lang aat near eneuch jist seys "This film exists"; infoboxes shid complement airticles, nae be the hale o thaim, fit is happenin there. Stick the text fae ROTK ontil [[The Lord of the Rings]] an there's nae quality lost (an aat's prolly fit a'll dae), aat's the issue here. The film pages exist acause sumbidy decidit aat machine owersettins an airticle quantity maittert mair nor actual airticle quality [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 18:23, 8 Mey 2025 (UTC) ::Doesn't Avatar qualify as an X1 article? [[Special:Contributions/2600:1700:C910:2960:9DB:4232:8292:CA26|2600:1700:C910:2960:9DB:4232:8292:CA26]] ([[User talk:2600:1700:C910:2960:9DB:4232:8292:CA26|talk]]) 18:37, 16 Mey 2025 (UTC) :::Normally ay bit gien aa iss collogue anent it a'm haudin aff on actin on it jist yet [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 07:55, 17 Mey 2025 (UTC) == Useless templates == There are more useless templates linked at [[The Princess and the Frog]]. Shouldn't they be put up for deletion? [[Special:Contributions/2600:1700:C910:2960:29E3:3D04:1789:D81|2600:1700:C910:2960:29E3:3D04:1789:D81]] ([[User talk:2600:1700:C910:2960:29E3:3D04:1789:D81|talk]]) 23:43, 15 Mey 2025 (UTC) :Gie me a list ae aa the templates then. Aat wey a kin jist dae a batch nomination raither nor takkin potshots at the templates [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 08:45, 16 Mey 2025 (UTC) ::Walt Disney Animation Studios, Ron Clements an John Musker, John Lasseter, an Randy Newman. Also found [[Template:GoldenGlobeBestMotionPictureMusicalComedy 1981-2000]] linked at [[Beauty and the Beast (1991 film)]]. Also, what to do about pages nominated for deletion like [[The Dark Knight (film)]]? [[Special:Contributions/2600:1700:C910:2960:9DB:4232:8292:CA26|2600:1700:C910:2960:9DB:4232:8292:CA26]] ([[User talk:2600:1700:C910:2960:9DB:4232:8292:CA26|talk]]) 18:36, 16 Mey 2025 (UTC) :::The other pages nominated for deletion: [[The Dark Knight Rises]], [[Local Hero]], [[Gregory's Girl]], and [[Gandhi (film)]]. [[Special:Contributions/2600:1700:C910:2960:A473:DF3C:6B58:544F|2600:1700:C910:2960:A473:DF3C:6B58:544F]] ([[User talk:2600:1700:C910:2960:A473:DF3C:6B58:544F|talk]]) 00:56, 17 Mey 2025 (UTC) ::::A'm able ti chack the category masel, a dinna need ti be telt fit ti dae [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 07:49, 17 Mey 2025 (UTC) :::::When will the templates be put up for deletion? And for the nominated pages, when will they be deleted? [[Special:Contributions/2600:1700:C910:2960:5C9E:745B:E1C3:14A9|2600:1700:C910:2960:5C9E:745B:E1C3:14A9]] ([[User talk:2600:1700:C910:2960:5C9E:745B:E1C3:14A9|talk]]) 19:44, 17 Mey 2025 (UTC) ::::::A'm seein gin there's alternates acause despite fit it micht seem lik a'm nae wintin ti tak ae axe ti aahing a see, an the wiki's nae gaun disappear acause it's a bit delayed noo is it? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 21:45, 17 Mey 2025 (UTC) == Jock Stein == Hi, this diff [https://sco.wikipedia.org/w/index.php?title=Jock_Stein&diff=prev&oldid=904946 here] may need suppressing, regards [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 19:35, 16 Mey 2025 (UTC) :Dealt wi't afore a leukit at iss message, bit ta fur reportin it [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 08:00, 17 Mey 2025 (UTC) == Category:Cleanup tagged airticles withoot a raison field == What to do about these pages? I tried replacing them with the fixscots template, but was warned that that was wrong. Also, what to do about the deletion candidates and those useless templates linked at [[The Princess and the Frog]]? [[Special:Contributions/2600:1700:C910:2960:9D8F:B7C1:BDBA:E2B4|2600:1700:C910:2960:9D8F:B7C1:BDBA:E2B4]] ([[User talk:2600:1700:C910:2960:9D8F:B7C1:BDBA:E2B4|talk]]) 18:47, 2 Juin 2025 (UTC) == Notice of expiration of your sysop right == <div dir="ltr">Hi, as part of [[:m:Special:MyLanguage/Global reminder bot|Global reminder bot]], this is an automated reminder to let you know that your permission "sysop" (Administrators) will expire on 2025-06-30 01:22:50. Please renew this right if you would like to continue using it. <i>In other languages: [[:m:Special:MyLanguage/Global reminder bot/Messages/default|click here]]</i> [[Uiser:Leaderbot|Leaderbot]] ([[Uiser collogue:Leaderbot|tauk]]) 19:45, 23 Juin 2025 (UTC)</div> == Monthly cleanup categories == To change "from" to "fae" ([[Special:Redirect/logid/409338]]), edit line 370 in [[Module:Message box]] to say <blockquote>local preposition = 'fae'</blockquote> You can see examples on [[:pt:Módulo:Message box|Portuguese Wikipedia]], [[:vi:Mô đun:Message box|Vietnamese Wikipedia]], [[:ru:Модуль:Message box|Russian Wikipedia]]. This will change all pages in categories of this form ([https://sco.wikipedia.org/w/index.php?search=intitle%3Afrom&title=Special%3ASearch&profile=advanced&fulltext=1&ns14=1]). Eventually those categories will become empty but the pages may need to be purged first - I am not sure. [[Special:Contributions/96.79.100.209|96.79.100.209]] ([[User talk:96.79.100.209|talk]]) 17:32, 14 Julie 2025 (UTC) :Okay seems aat wirked, ta [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 02:55, 15 Julie 2025 (UTC) == JJS == Hello CiphriusKane, Help me rather than threatening me, thank you--[[Uiser:Jean700|Jean700]] ([[Uiser collogue:Jean700|tauk]]) 14:20, 23 Julie 2025 (UTC) :Excep there wisna ony threit. Ye postit ae setence-lang "airticle" aat makkit a vague claim wi nae claim thewarts notability, sae a taggit as sic. Gin iss wis enwiki aat airticle wid hae been deletit aareidies [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 14:27, 23 Julie 2025 (UTC) help me be useful--[[Uiser:Jean700|Jean700]] ([[Uiser collogue:Jean700|tauk]]) 06:53, 24 Julie 2025 (UTC) :Ye kin help yersel bi stendin oot the airticle insteid ae churnin oot fit leuks lik x-wiki spam. Turn it inti summat aat isna a sentence lang an claims aat French airt stairtit in the 1950s an we'll see anent the notability tag [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 19:32, 24 Julie 2025 (UTC) == Thanks for that == Thanks for accepting the changes [[Special:Contributions/&#126;2025-63184-6|&#126;2025-63184-6]] ([[Uiser collogue:&#126;2025-63184-6|talk]]) 16:32, 16 September 2025 (UTC) == Update request == Hello, CiphriusKane. Can you rename [[Prince Andrew, Duke o York]] into the Scots version of [[Andra Mountbatten Windsor]]? After all his titles, honours and styles were stripped of him on 30 October 2025, he became plain (Mr.) Andrew Mountbatten Windsor. Here is the official statement from Buckingham Palace: https://www.royal.uk/news-and-activity/2025-10-30/a-statement-from-buckingham-palace Yours sincerely, [[Special:Contributions/&#126;2025-30714-02|&#126;2025-30714-02]] ([[Uiser collogue:&#126;2025-30714-02|talk]]) 17:31, 1 November 2025 (UTC) == Clarification == A think there's been a misunderstanding here, so let me separate things clearly. ==== ScotsCheck (Uiser:BZPN/ScotsCheck/…) ==== The Translations, Dictionary-en, an Dictionary-sco pages belong tae '''ma personal on-wiki script'''. They are user-space working leets used only by that gadget in ma ain browser. They are '''nae a bot whitelist'''. They are '''nae''' community-approved standards. They are '''nae''' applied automatically by ony account. They are simply ma '''private working notes''', adjusted as A analyse scowiki airticles. If a translation entry is wrang (e.g. "ay" or "basit"), that juist means ma working leet needs corrected - it disnae affect the bot at aw. ==== The bot ([[Uiser:ScotsBot]]) ==== (EN for clarity) The bot executes only the tasks listed at '''[[Uiser:ScotsBot/Tasks]]'''. It does '''not''' read or use the on-wiki ScotsCheck dictionaries. It does not use the Translations page. It does not perform automatic oversettins. At present, the bot is inactive an waitin on the flag. There is currently '''no''' active, community-approved whitelist in operation (located by default at [[Uiser:BZPN/Whitelist.json]]). The bot is '''not''' applying translation replacements (and ''never'' was). If anything looked like oversetting in recent changes, that was my manual edit via my own script interface - not a bot action. ====enwiki block==== A received a community block in October 2025 related tae a content dispute an conduct issues on that project. It wis nae connected tae ony bots, automation, technical misuse, etc. There has been nae cross-wiki abuse, nae undisclosed bot activity, an nae sanctions related tae automation. A'm registered on ScoWiki for about a year, though A only started contributing recently. Scowiki is a separate project, an ma work here has been transparent an open tae scrutiny. A'm a trusted editor on other Wikimedia projects, including simplewiki, plwiki, mediawiki and others. If there are concerns about oversight or safeguards, A'm entirely willing tae operate under supervision. Best regards, [[Uiser:BZPN|BZPN]] ([[Uiser collogue:BZPN|tauk]]) 00:25, 14 Februar 2026 (UTC) :Bot eesers need ti be trowstit members o the commonity. Ye stairtit editin twa weeks back an clearly dinna hae the leid skills ti edit, sae fit wye is it aat yer daein the same sort o botlik edits aat got heaps o bad press? Ye didna ask ti rin the script an e'en gied the impression aat ye'd nae dae iss sort o hing. E'en leukin inti simplewiki an plwiki a'm seein mair reid flags, lik the Discord ban an a hefty block log on plwiki, an fit's iss anent a UCOC case? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 00:39, 14 Februar 2026 (UTC) ::I am responding in English because of your previous comment stating that ''"it's pretty obvious that they're not a Scots speaker"'' was personally humiliating. As I am learning Scots, I won't understand everything perfectly, but that does not justify personal attacks. Writing a full article on scowiki requires careful attention, just as composing text in Scots requires time and effort. The fact that I am learning Scots does not make me less capable or less committed to producing good quality contributions. Back to the point: I have several points to avoid further misunderstandings. First: user scripts. As stated on [[:en:WP:JAVASCRIPT]]: ''"You take full responsibility for any actions taken using any user script. You must read and abide by all relevant Wikipedia policies when using this tool; failure to do so may result in being blocked from editing.''" My script runs on-wiki, requires manual interaction, and does not perform any automatic edits. At no point have I violated any scowiki rules or policies. My edits are fully auditable in page histories. Also, your comments regarding my alleged "bot-like" (suspected "automatic") edits, supposed inexperience, and prior conduct on other wikis constitute a serious personal attack. I am not a vandal, nor have I violated local community norms. Targeting actions from other Wikimedia projects, including blocks or Discord issues, is inappropriate. This approach lacks [[:en:WP:AGF|AGF]] and creates an unfair, hostile environment. Your messages, especially drawing attention to prior blocks and suggesting misconduct, may fall under UCoC 3.1, which includes behaviour intended to outrage or intimidate a person, e.g. by hounding, i.e., repeated critique or questioning across projects, intended to discourage or upset. I encourage you to read and follow the global standards under UCoC and to evaluate my edits and actions on their merits within scowiki. Mischaracterizing my contributions based on assumptions or other projects is discriminatory and contrary to the standards. I am fully willing to discuss any ''legitimate'' concerns about edits on scowiki, and pause certain changes if the community requests. It is late here, so I will be signing off for now. Good night. [[Uiser:BZPN|BZPN]] ([[Uiser collogue:BZPN|tauk]]) 01:15, 14 Februar 2026 (UTC) :::Did ye tell that ti the fowks aat opponed yer simplewiki RfA based on yer UCOC case, Discord ban an ban on plwiki? Acause iss message leuks gey seemlir ti the kind o hing aat wis raised in ither places. A wis giein ye a chance ti explain in yer ain wirds, an it seems yer walin ti come oot fur a fecht. :::As fur "learning Scots", pairt o the raeson aat the wiki's in sic a mess is acause o fowks "learning Scots", fowks aat wi aa gweed intentions managed ti cause sic a mess wi bad owersettins aat there wis discussion anent shuttin the hale projeck doon, an fae fit a'm seein ye wis daein the same hing. We hae tasks fur learners, an it disna incluid rinnin gadgets based on clearly fauty lists. A wis daein spotchecks on seyed lists, nae fu analysis, an a'd wager a'd fin mair wrang wi thaim. An the mix o Scots an Inglis in yer messages disna gie mense ti the idea aat ye hae the needit skills fur editin. :::As fur me bringin ap reid flags, a need ti ken aat a kin trowst the bot operator, an crosswiki behaviour kin be a gweed indcator o sumbidy's reliability. Gin yer bein baured fur battlegrund behaviour an wikilawyerin an shawin aat same behaviour here, then fit wye shid a conclude differently fae enwiki an sey ye kin be trowstit? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 02:15, 14 Februar 2026 (UTC) ::::Either ye want the ScotsBot for whit it actually daes, as clearly set oot in the documentation, or me an the bot will step awa fae this wiki tae save ye ony mair bother, hostility, or accusations. The choice is yours. [[Uiser:BZPN|BZPN]] ([[Uiser collogue:BZPN|tauk]]) 08:28, 14 Februar 2026 (UTC) :::::Bye then [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 17:55, 14 Februar 2026 (UTC) == Request tae upload an eemage == Hullo @[[Uiser:CiphriusKane|CiphriusKane]], coud ye please dounload [[:fi:Tiedosto:13_Reasons_Why_tv-series_poster.jpg|this poster]] fur this series here fur local uise in the airticle, in accordance wi copyricht law ? Thank ye. [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 03:49, 25 Mairch 2026 (UTC) :{{ping|Mr.Murdoch78}} Deen. As a'm nae shuir fit ye intend fur ti mak eese o't a'v left aat field in the license blank, sae please fill it in [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 06:36, 25 Mairch 2026 (UTC) == Request tae upload eemages == Hullo @[[Uiser:CiphriusKane|CiphriusKane]], A'll need tae upload some eemages tae the wiki. Is thare a role A can uise tae avoid haein tae gae throu ye ilka time an baitherin ye? A woud lik tae hae Rowback richts tae undae unwantit chynges an aa. Coud ye upload the eemages here? A'll tak care o eikin the information. * [[:en:File:The_Night_We_Met.jpg|The Night We Met airtwirk]] * [[:en:File:Katherine_Langford_as_Hannah_Baker.jpg|Pictur o Katherine Langford as Hannah Baker]] * [[:en:File:Clay_Jensen.png|Pictur o Dylan Minnette as Clay Jensen]] * [[:en:File:A_Star_is_Born.png|''A Star Is Born'' film poster]] * ''[[:en:File:From_title_card.jpg|From]]'' * [https://en.wikipedia.org/wiki/File:Lewis_Capaldi_-_Someone_You_Loved.png ''Someone You Loved'' airtwirk] * [https://en.wikipedia.org/wiki/File:Lewis_Capaldi_-_Wish_You_the_Best.png Wish You the Best airtwirk] * [https://en.wikipedia.org/wiki/File:SurvivebyLewisCapaldi.webp Survive airtwirk] *[https://en.wikipedia.org/wiki/File:Ed_Sheeran_Perfect_Single_cover.jpg Perfect airtwirk] * [https://en.wikipedia.org/wiki/File:Shape_Of_You_(Official_Single_Cover)_by_Ed_Sheeran.png Shape of You airtwirk] * [https://en.wikipedia.org/wiki/File:Photograph_(Ed_Sheeran_song)_cover.png Photograph airtwirk] * [https://en.wikipedia.org/wiki/File:Red_Notice_-_film_promotional_image.jpg ''Red Notice'' film poster] * [https://en.wikipedia.org/wiki/File:YOU_Tv_Series_LOGO.png Logo o the telly series ''YOU''] * [https://en.wikipedia.org/wiki/File:Up_(2009_film).jpg ''Up ''film poster] Thank ye ! [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 01:33, 16 Apryle 2026 (UTC) :A'm nae shuir anent the image uploadin richt, bit gien foo yer still failin ti gie proper attreibution fur yer owersettins an violatin Wikipaedia's CC-BY-SA licence a'd be temptit ti decline aat request [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 06:21, 16 Apryle 2026 (UTC) ::Aw credits an information regardin copyricht on eemages sic as films/series posters an sang/album airtwirks can be foond wi the eemage in ilka link. Whan owersettin airticles frae the Inglis Wikipaedia, hou dae A comply wi the Wikipaedia's CC-BY-SA licence? Dae A need tae eik a template tae the airticle's collogue page? Coud ye shaw me an ensaumple frae an airticle sae A can correct ma mistak an avoid repeatin it? [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 11:08, 16 Apryle 2026 (UTC) :::[[:en:Wikipedia:Translation#Attribution_requirements]]. A'll leuk at the images in a bit [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 11:12, 16 Apryle 2026 (UTC) ::::A juist mak the chynge tae comply wi Wikipaedia's CC-BY-SA license on the airticle [[History o Fraunce]], is that correct? [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 22:43, 16 Apryle 2026 (UTC) :::::Ay, bit dinna eese "eedit[s]". The Scots wird is "edit[s]" an a'v jist nae gotten roon ti gettin rid o the fake spellin [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 22:45, 16 Apryle 2026 (UTC) ::::::A'v jist edited the Lord Huron airtin, is it correct nou? [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 22:53, 16 Apryle 2026 (UTC) :::::::Ay, ye dinna need ti speir at me aifter ivery een. Fit yer daein is fine noo [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 22:54, 16 Apryle 2026 (UTC) ::::::::Thank ye fur yer help! :) [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 23:04, 16 Apryle 2026 (UTC) :Okay leukin ower the requests... :From/A Star Is Born/Someone You Loved/Wish You the Best/Survive/Perfect/Shape of You/Red Notice dinna hae airticles sae we canna hae the images :YOU is ap fur deletion sae naw. There's a file on Commons :Langford/Minnette dinna need images o thair chairacters, an a'd really raither ye nae mak chairacter pages fur thaim. There's better places ti pit yer efforts nor inti makkin airticles fur fictional chairacters :Up a'll get roon ti at sum pint iss week [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 14:47, 22 Apryle 2026 (UTC) == You may be an eligible candidate for the U4C election == <div lang="en" dir="ltr" class="mw-content-ltr"> Greetings, The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] seeks candidates for the 2026 election. The U4C is the global committee responsible for overseeing enforcement of the [[foundation:Special:MyLanguage/Policy:Universal Code of Conduct|Universal Code of Conduct]]. Elections are held annually, if elected a committee member serves for two years. This year the U4C requires candidates to hold administrator rights on at least one wiki, which is why you are being contacted as you appear to hold this right. There are other requirements, such as candidates must be at least 18 years old and may not be employed by the Wikimedia Foundation or other related chapters and affiliates. You can find more information in the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026#Call_for_Candidates|call for candidates on Meta-wiki]]. Additionally, the committee's working language is English; some ability to communicate in English is required. The election opens on 18 May, if you are eligible and interested you have until 10 May to submit your candidacy. There will be a week in between for candidates to answer questions from the community. Voting takes place privately in [[m:Special:MyLanguage/SecurePoll|SecurePoll]], successful candidates must receive at least 60% support. More information is available on [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|the 2026 Elections page]], including timelines and other candidacy information. If you read over the material and consider yourself qualified, please consider submitting your name to run for the committee. If you think someone else in your community might be interested and qualified, please encourage them to run. In partnership with the U4C -- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 20:11, 28 Apryle 2026 (UTC) </div> <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Keegan_(WMF)/test&oldid=30472482 --> == Scots == Hello. I'm looking for translation of descriptions "studio album by Basshunter", "song by Käärijä and Basshunter" and "single by Käärijä and Basshunter" for Wikidata items. I think "studio album" and "single" are the same as English and there is "sang" for "song" and "an" for "and". I curious if there should be "by" or "bi" (there is "by" in infoboxes). Would you help? [[Uiser:Eurohunter|Eurohunter]] ([[Uiser collogue:Eurohunter|tauk]]) 18:09, 30 Apryle 2026 (UTC) :A hink aither or is fine bit we'd gang fur bi here. As fur the infobox stuff, aat's mair lik ti be shite owersettins missin hauf the wirds [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 20:04, 30 Apryle 2026 (UTC) :: Thanks [[Uiser:Eurohunter|Eurohunter]] ([[Uiser collogue:Eurohunter|tauk]]) 06:59, 1 Mey 2026 (UTC) == Translate button == Can ye translate the actin page on here an add the button for the original ane [[Uiser:Themeramisin|Themeramisin]] ([[Uiser collogue:Themeramisin|tauk]]) 19:53, 4 Mey 2026 (UTC) == Hey there == You are worth a lot, you're a Wikipedia editor! The most beautiful people on earth are Wikipedia editors and the Saints of God, your contributions will not go unnoticed, I will remember you kind Wikipedia editor. [[Uiser:Henry Casper Miron|Henry Casper Miron]] ([[Uiser collogue:Henry Casper Miron|tauk]]) 04:21, 8 Mey 2026 (UTC) == Mai Vu Minh == Hi, on the English wiki it has been recreated as Mai Vu Minh (diplomat) on 6 March 2026 probably to avoid it's deletion history being linked. I've moved it to Mai Vu Minh as there is no proper reason for the disambguation. It hasn't been reviewed yet so it could be deleted, regards [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 22:39, 14 Mey 2026 (UTC) :{{ping|Atlantic306}} Shid aat no hae been "Mai Vũ Minh" wi the accent then? [[Uiser:CiphriusKane|CiphriusKane]] ([[Uiser collogue:CiphriusKane|tauk]]) 02:54, 15 Mey 2026 (UTC) ::Have now moved it to that and it now links to Wikipedia:Articles for deletion/Mai Vũ Minh where it was deleted with strong suspicions of fraud, imv [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 22:37, 15 Mey 2026 (UTC) si8yjlox3tg2gw6g9b9811o7y65ajkc 0 233451 916838 916815 2026-05-15T23:57:28Z Mr.Murdoch78 119895 916838 wikitext text/x-wiki {{Infobox medical condition (new) | name = Dyslexia | synonyms = Readin ail | image = File:Dislexia nens.jpg | caption = Dyslexia involves difficulties in processin letters an wirds. | pronounce = {{IPAc-en|d|ɪ|s|ˈ|l|ɛ|k|s|i|ə|audio=LL-Q1860 (eng)-Flame, not lame-Dyslexia.wav}} {{respell|dis|LEK|see|ə}} | types = [[Surface dyslexia]] | field = [[Neurology]], [[pediatrics]] | symptoms = Trouble [[Readin (process)|readin]]<ref name="ninds1"/> | onset = Schuil age<ref name=Lancet2012/> | causes = [[Genetics|Genetic]] an environmental factors<ref name=Lancet2012 /> | risks = Faimily history, [[attention deficit hyperactivity ail]]<ref name=NIH2014Def/> | diagnosis = Series memory, spellin, veesion, an readin test<ref name=NIH2015Diag/> | differential = [[Hearin problems|Hearin]] or [[veesion problems]], insufficient [[Readin eddication|teachin]]<ref name=Lancet2012/> | treatment = Adjustin teachin methods<ref name=ninds1/> | frequency = 3–7%<ref name=Lancet2012/><ref name=Koo2013/> }} '''Dyslexia''', forby kent as '''wird blindness''', is a [[learnin disabeelity]] that affecks either readin or writin. Different fowk are affeckit tae different degrees. Problems mey include difficulties in spellin wirds, readin quickly, writin wirds, "soondin oot" wirds [[Subvocalisation|in the heid]], pronouncin wirds whan readin alood an unnerstaundin whit ane reads. Aften thir difficulties are furst noticed at schuil. The difficulties are involuntary, an fowk wi this ail hae a normal desire tae learn. Fowk wi dyslexia hae heicher rates o [[attention deficit hyperactivity ail]] (ADHA), [[Developmental leid ail|developmental leid ails]], an [[Dyscalculia|difficulties wi nummers]]. Dyslexia is believed tae be caused bi the [[Gene–environment interaction|interaction]] o [[Genetics|genetic]] an environmental factors. Some cases rin in faimilies. Dyslexia that develops owin tae a [[traumatic harn injury]], [[stroke]], or [[dementia]] is whiles cried "acquired dyslexia" or '''alexia'''. The unnerlyin mechanisms o dyslexia result frae differences athin [[Leid processin in the harn|the harn's leid processin]]. Dyslexia is diagnosed throu a series o tests o memory, veesion, spellin, an readin skeels. Dyslexia is separate frae readin difficulties caused bi [[Hearin loss|hearin]] or [[Veesual impairment|veesion problems]] or bi insufficient [[Readin|teachin]] or opportunity tae learn. Treatment involves adjustin teachin methods tae meet the person's needs. Whiles nae curin the unnerlyin problem, it mey decrease the degree or impact o symptoms. Treatments targetin veesion are nae effective. Dyslexia is the maist common [[learnin disabeelity]] an occurs in aw areas o the warld. It affecks 3–7% o the population; houiver, up tae 20% o the general population mey hae some degree o symptoms. Whiles dyslexia is mair aften diagnosed in lads, this is pairtly exponed bi a sel-fulfillin [[Selection bias|referral bias]] amang teachers an professionals. It haes even been suggestit that the condeetion affecks men an wummen equally. Some believe that dyslexia is best considered as a different wey o learnin, wit baith benefits an dounsides. == Clessification == Dyslexia is dividit intae developmental an acquired forms. Acquired dyslexia occurs subsequent tae neurological insult, sic as [[traumatic harn injury]] or [[stroke]]. Fowk wi acquired dyslexia exhibit some o the signs or symptoms o the developmental ail, bit require different assessment strategies an treatment approaches. ''Pure alexia'', forby kent as ''agnosic alexia'' or ''pure wird blindness'', is ane form o [[Alexia (condeetion)|alexia]] that maks up "the peripheral dyslexia" group. == Signs an symptoms == In early bairnheid, symptoms that correlate wi a later diagnosis o dyslexia include [[Speech delay|delayed onset o speech]] an a lack o [[phonological awareness]]. A common meeth closely associates dyslexia wi [[mirror writin]] an readin letters or wirds backwards. Thir behaviours are seen in mony bairn as thay learn tae read an write, an are nae considered tae be definin chairactereestics o dyslexia. Schuil-age bairn wi dyslexia mey exhibit signs o difficulty in identifyin or generatin rhymin wirds, or coontin the nummer o seellables in wirds—baith o that depend on phonological awareness. Thay mey forby shaw difficulty in segmentin wirds intae individual soonds (sic as soondin oot the three soonds o ''k'', ''a'', an ''t'' in ''cat'') or mey struggle tae blend soonds, indicatin reduced [[phonemic awareness]]. Difficulties wi wird retrieval or namin things is associatit wi dyslexia an aa. Fowk wi dyslexia are commonly puir spellers, a featur whiles cried ''dysorthographia'' or ''[[dysgraphia]]'', that depends on the skeel o [[Orthography|orthographic codin]]. Problems persist intae adolescence an adultheid an mey include difficulties wi summarising stories, memorisation, readin alood, or learnin foreign leids. Adults wi dyslexia can aften read wi guid comprehension, thou thay tend tae read mair slawly nor ithers wioot a learnin difficulty an perform worse in spellin tests or whan readin nonsense wirds—a measure o phonological awareness. === Associatit condeetions === Dyslexia aften co-occurs wi ither learnin ails, bit the raisons fur this comorbidity hae nae been clearly identifee'd. Thir associatit disabeelities include: ; Dysgraphia : A ail involvin difficulties wi writin or typin, whiles owin tae problems wi ee–haund coordination; it can impede direction- or sequence-orientit processes an aa, sic as tyin knots or carryin oot repetitive tasks. In dyslexia, dysgraphia is aften multifactorial, owin tae impaired letter-writin automaticity, organisational an elaborative difficulties, an impaired veesual wird formin, that maks it mair difficult tae retrieve the veesual pictur o wirds required fur spellin. ; Attention deficit hyperactivity ail : A ail chairacterised bi problems sustainin attention, hyperactivity, or actin impulsively. Dyslexia an ADHA commonly occur thegither. Approximately 15% or 12–24% o fowk wi dyslexia hae ADHA; an up tae 35% o fowk wi ADHA hae dyslexia. ; Auditory processin ail : A listenin ail that affecks the abeelity tae process auditory information. This can lead tae problems wi auditory memory an auditory sequencin. Mony fowk wi dyslexia hae auditory processin problems, an mey develop thair awn logographic cues tae compensate fur this teep o deficit. Some resairch suggests that auditory processin skeels coud be the primary shortfaw in dyslexia. ; Developmental coordination ail : A neurological condeetion chairacterised bi difficulty in carryin oot routine tasks involvin balance, fine-motor control an kinesthetic coordination; difficulty in the uise o speech soonds; an problems wi short-term memory an organisation. == Causes == [[File:Inferior parietal lobule - superior view animation.gif|thumb|300px| Inferior parietal lobule – superior view animation]] Resairchers hae been tryin tae find the neurobiological basis o dyslexia syne the condeetion wis furst identifee'd in 1881. Fur ensaumple, some hae tree'd tae associate the common problem amang fowk wi dyslexia o nae bein able tae see letters clearly tae abnormal development o thair veesual nerve cells. === Neuroanatomy === Neuroimaging techniques, sic as functional magnetic resonance eemagin (fMRI) an positron emission tomography (PET), hae shawn a correlation atween baith functional an structural differences in the harns o bairn wi readin difficulties. Some fowk wi dyslexia shaw less activation in pairts o the left hemisphere o the harn involvit wi readin, sic as the inferior frontal gyrus, inferior parietal lobule, an the middle an ventral temporal cortex. Meta-analyses o fMRI studies hae foond unner-activation whaur the temporal an occipital lobes meet in the left hemisphere in dyslexic subjecks (includin the veesual wird form area). Ower the past decade, harn activation studies uisin PET tae study leid hae produced a breakthrou in the unnerstaundin o the neural basis o leid. Neural bases fur the veesual lexicon an fur auditory verbal short-term memory components hae been proponed, wi some implication that the observed neural manifestation o developmental dyslexia is task-speceefic (i.e., functional raither nor structural). fMRIs o fowk wi dyslexia indicate an interactive role o the cerebellum an cerebral cortex as weel as ither harn structurs in readin. The cerebellar theory o dyslexia propones that impairment o cerebellum-controlled muscle muivement affecks the formation o wirds bi the tongue and facial muscles, resultin in the fluency problems that some fowk wi dyslexia experience. The cerebellum is involvit in the automatisation o some tasks an aa, sic as readin. The fact that some bairn wi dyslexia hae motor task an balance impairments coud be conseestent wi a cerebellar role in thair readin difficulties. Houiver, the cerebellar theory haes nae been supportit bi controlled resairch studies. === Genetics === Resairch intae potential genetic causes o dyslexia haes its ruits in post-autopsy examination o the harns o fowk wi dyslexia. Observed anatomical differences in the leid centres o sic harns include microscopic cortical malformations kent as ectopias, an mair rarely, vascular micro-malformations, an microgyrus—a smawer nor uisual size fur the gyrus. The previously citit studies an ithers suggest that abnormal cortical development, presumed tae occur afore or durin the saxt month o fetal harn development, mey have caused the abnormalities. Abnormal cell formations in fowk wi dyslexia hae forby been reportit in non-leid cerebral an subcortical harn structurs. Mony genes hae been associatit wi dyslexia, includin DCDC2 an KIAA0319 on chromosome 6, an DYX1C1 on chromosome 15. === Gene–environment interaction === The contreibution o gene–environment interaction tae readin (dis)abeelity, that estimates the proportion o variance (the differences in readin abeelity across individuals) attributable tae environmental an genetic factors, haes been studied extensively bi comparin sets o identical twins an fraternal twins. Sic twin studies shaw that baith environmental an genetic influences contreibute tae readin development, wi thir twa influences' kin impact varyin bi contex. Fur ensaumple, parental eddication haes been foond tae moderate genetic influences on readin (dis)abeelity, an teacher quality can moderate genetic effecks on early readin abeelity. Mairower, in mair supportive environments, genetic risk factors accoont fur a lairger proportion o the variation in dyslexia. This occurs acause reducin environmental risks—throu heich-quality instruction an supportive caregiein—lowers environmental differences, makin genetic effecks easier tae detect. If environmental risk factors are reduced wi guid teachin an a supportin caregier environment, genetic risk factors mey pley a muckler role in exponin why some fowk hae dyslexia acause the genetic effeck is easier tae detect gien that muckle environmental noise is bracketed-oot. As environment pleys a lairge role in learnin an memory, it is likly that epigenetic modifications pley an important role in readin abeelity. Measures o gene expression, histone modifications, an methylation in the bodie periphery are uised tae study epigenetic processes; houiver, aw o thir hae leemitations in the extrapolation o results fur application tae the bodie harn. ==== Leid ==== The orthographic complexity o a leid directly affecks hou difficult it is tae learn tae read it. Inglis an French hae comparatively "deep" phonemic orthographies athin the Laitin alphabet writin seestem, wi complex structurs employin spellin patterns on mony levels: letter-soond correspondence, seellables, an morphemes. Leids sic as Spainish, Italian an Finnish primarily employ letter-soond correspondence—sae-cried "shallae" orthographies—that maks thaim easier tae learn fur fowk wi dyslexia. Logographic writin seestems, sic as Cheenese chairacters, hae extensive seembol uise, an thir pose problems fur dyslexic learners an aa. ==Pathophysiology== [[File:Gray733.png|thumb|140px|Corpus callosum view, front pairt at tap o eemage]] Fur maist fowk wha are richt-haund dominant, the left hemisphere o thair harn is mair specialised fur leid processin. Wi regard tae the mechanism o dyslexia, fMRI studies suggest that this specialisation is less pronounced or absent in fowk wi dyslexia. In ither studies, dyslexia is correlatit wi anatomical differences in the corpus callosum, the bundle o nerve fibers that connects the left an richt hemispheres. Data via diffusion tensor MRI indicate chynges in connectivity or in gray maiter density in areas relatit tae readin an leid. Finally, the left inferior frontal gyrus haes shawn differences in phonological processin in fowk wi dyslexia. Neurophysiological an eemagin procedures are bein uised tae ascertain phenotypic chairactereestics in fowk wi dyslexia, thus identifyin the effecks o dyslexia-relatit genes. === Dual route theory === The dual-route theory o readin alood wis furst descrieved in the early 1970s. This theory suggests that twa separate mental mechanisms, or cognitive routes, are involvit in readin alood. Ane mechanism is the lexical route, that is the process whaurbi skeelt readers can recognise kent wirds bi sicht alane, throu a "dictionary" leukup procedure. The ither mechanism is the nonlexical or sublexical route, that is the process whaurbi the reader can "soond oot" a written wird. This is duin bi identifyin the wird's constituent pairts (letters, phonemes, graphemes) an applyin knawledge o hou thir pairts are associatit wi ilka ither — fur ensaumple, hou a string o neebourin letters soond thegither. The dual-route seestem coud expone the different rates o dyslexia occurrence atween different leids (e.g., the consistency o phonological rules in the Spainish leid coud accoont fur the fact that Spainish-speakin bairn shaw a heicher level o performance in non-wird readin, whan compared tae Inglis-speakers). == Diagnosis == Dyslexia is a heterogeneous, dimensional learnin ail that impairs accurate an fluent wird readin an spellin. Teepical—but nae universal—featurs include difficulties wi phonological awareness, inefficient an aften inaccurate processin o soonds in oral leid (''phonological processin''), an verbal wirkin memory deficits. Dyslexia is a neurodevelopmental ail, subcategorisit in diagnostic guides as a ''learnin'' ''ail wi impairment in readin'' (ICD-11 prefixes "developmental" tae "learnin ail"; DSM-5 uises "speceefic"). Dyslexia is nae a problem wi intelligence. Emotional problems aften arise seicontary tae learnin difficulties. The National Institute of Neurological Disorders and Stroke descrieves dyslexia as "difficulty wi phonological processin (the manipulation o soonds), spellin, an/or rapid veesual-verbal respondin". The Breetish Dyslexia Association defines dyslexia as "a learnin difficulty that maistly affecks the skeels involvit in accurate an fluent wird readin an spellin" an is chairacterised bi "difficulties in phonological awareness, verbal memory an verbal processin speed". ''Phonological awareness'' enables ane tae identify, discriminate, mynd (wirkin memory), an mentally manipulate the soond structurs o leid—phonemes, onsteid-rime segments, seellables, an wirds. === Assessment === The follaein can be duin tae assess fur dyslexia: Apply a multidisciplinary team approach involvin the bairn's parent(s) an teacher(s), schuil psychologist, pediatrician, an, as appropriate, speech an leid pathologist (speech therapist), an occupational therapist. Gain faimiliarity wi teepical ages bairn reach mony general developmental milestanes, an domain-speceefic milestanes, sic as phonological awareness (recognisin rhymin wirds; identifyin the initial soonds in wirds). Dinna rely on tests exclusively. Carefu observation o the bairn in the schuil an hame environments, an sensitive, comprehensive parental interviews are juist as important as tests. Leuk at the empirically supportit repone tae intervention (RTI) approach, that "... involves monitorin the progress o a group o bairn throu a programme o intervention raither nor unnertakin a static assessment o thair current skeels. Bairn wi the maist need are thaim wha fail tae respond tae effective teachin, an thay are readily identifee'd uisin this approach." ==== Assessment tests ==== Thare is a wide range o tests that are uised in clinical an eddicational settins tae evaluate the possibility o dyslexia. If initial testin suggests that a person micht hae dyslexia, sic tests are aften follaed up wi a fou diagnostic assessment tae determine the extent an naitur o the ail. Some tests can be admeenistered bi a teacher or computer; ithers require specialised trainin an are gien bi psychologists. Some test results indicate hou tae carry oot teachin strategies. Acause a variety o different cognitive, behavioural, emotional, an environmental factors aw coud contreibute tae difficulty learnin tae read, a comprehensive evaluation shoud consider thir different possibilities. Thir tests an observations can include: * General meisurs o cognitive abeelity, sic as the Wechsler Intelligence Scale fur Bairn, Woodcock-Johnson Tests o Cognitive Abeelities, or Stanford-Binet Intelligence Scales. Low general cognitive abeelity wad mak readin mair difficult. Cognitive abeelity meisurs aften try tae meisur different cognitive processes an aa, sic as verbal abeelity, nonverbal an spatial raisonin, wirkin memory, an processin speed. Thare are different versions o thir tests fur different age groups. Awmaist aw o thir require addeetional trainin tae gie an score correctly, an are duin bi psychologists. Accordin tae Mather an Schneider (2015), a confirmatory profile an/or pattern o scores on cognitive tests confirmin or rulin-oot readin ail haes nae yit been identifee'd. * Screenin or evaluation fur mental heal condeetions: Parents an teachers can complete ratin scales or behaviour checkleets tae gaither information aboot emotional an behavioural functionin fur yunger fowk. Mony checkleets hae seemilar versions fur parents, teachers, an yunger fowk auld eneuch tae read raisonably weel (aften 11 years an aulder) tae complete. Ensaumples include the Behavioural Assessment Seestem fur Bairn, an the Strenths an Difficulties Questionnaire. Aw o thir hae naitionally representative norms, makin it possible tae compare the level o symptoms tae whit wad be teepical fur the yunger person's age an biological sex. Ither checkleets link mair speceefically tae psychiatric diagnoses, sic as the Vanderbilt ADHD Ratin Scales or the Screen fur Bairn Anxiety Relatit Emotional Ail (SBAREA). Screenin uises brief tuils that are designed tae catch cases wi a ail, but thay aften get false positive scores fur fowk wha dae nae hae the ail. Screeners shoud be follaed up bi a mair accurate test or diagnostic interview as a result. Depressive ails an anxiety ails are two-three times heicher in fowk wi dyslexia, an attention-deficit/hyperactivity ail is mair common, as weel. * Review o academic achievement an skeels: Average spellin/readin abeelity fur a dyslexic is a percentage rankin <16, weel belaw normal. In addeetion tae reviewin grades an teacher notes, staundardised test results are helpfu in evaluatin progress. Thir include group admeenistered tests, sic as the Iowa Tests o Eddicational Development, that a teacher mey gie tae a group or hale clessruim o yunger fowk at the same time. Thay coud include individually admeenistered tests o achievement an aa, sic as the Wide Range Achievement Test, or the Woodcock-Johnson (that includes a set o achievement tests an aa). The individually admeenistered tests again require mair specialised trainin. == Screenin == Screenin procedures seek tae identify bairn wha shaw signs o possible dyslexia. In the preschuil years, a faimily history o dyslexia, pairticulairly in biological parents an siblins, predicts an eventual dyslexia diagnosis better nor ony test. In primary schuil (ages 5–7), the ideal screenin procedure consists o trainin primary schuil teachers tae carefully observe an record thair pupils' progress throu the phonics curriculum, an tharebi identify bairn progressin slawly. Whan teachers identify sic students thay can supplement thair observations wi screenin tests sic as the ''Phonics screenin check'' uised bi Unitit Kinrick schuils durin Year 1. In the medical settin, bairn an adolescent psychiatrist M. S. Thambirajah emphasises that "[g]ien the heich prevalence o developmental ails in schuil-aged bairn, aw bairn seen in clinics shoud be seestematically screened fur developmental ails irrespective o the presentin problem/s." Thambirajah recommends screenin fur developmental ails, includin dyslexia, bi conductin a brief developmental history, a preliminary psychosocial developmental examination, an obtainin a schuil report regardin academic an social functionin. == Management == Throu the uise o compensation strategies, therapy an eddicational support, individuals wi dyslexia can learn tae read an write. Thare are techniques an technical aids that help tae manage or conceal symptoms o the ail. Reducin stress an anxiety can whiles impruive written comprehension. Fur dyslexia intervention wi alphabet-writin seestems, the fundamental aim is tae increase a bairn's awareness o correspondences atween graphemes (letters) an phonemes (soonds), an tae relate thir tae readin an spellin bi teaching hou soonds blend intae wirds. Reinforced collateral trainin focused on readin an spellin mey yield langer-lastin gains nor oral phonological trainin alane. Early intervention can be successfu in reducin readin failur. Resairch daes nae suggest that specially-tailored fonts (sic as Dyslexie an OpenDyslexic) help wi readin. In experiments, a mair signeeficant difference in readin performance wis driven bi interline spacin, an the difference wis nae signeeficant ance variables sic as interline spacin an x-hicht wis normalised atween the candidate fonts. Bairn wi dyslexia read tex set in a regular font sic as Times New Roman an Arial juist as quickly, an thay shaw a preference fur regular fonts ower specially-tailored fonts. Some resairch haes pyntit tae increased letter-spacin bein beneficial. Thare is currently nae evidence shawin that muisic eddication signeeficantly impruives the readin skeels o adolescents wi dyslexia. == Prognosis == Dyslexic bairn require special instruction fur wird analysis an spellin frae an early age. The prognosis, generally speakin, is positive fur individuals wha are identifee'd in bairnheid an receive support frae freends an faimily. The New York eddicational seestem (NYED) indicates "a daily uninterruptit 90-meenit block o instruction in readin" an "instruction in phonemic awareness, phonics, vocabulary development, readin fluency" sae as tae impruive the individual's readin abeelity. == Epidemiology == The prevalence o dyslexia is unkent, but it haes been estimatit tae be as low as 5% an as heich as 17% o the population. Dyslexia is diagnosed mair aften in males. Thare are different defineetions o dyslexia uised throuoot the warld. Further, differences in writin seestems mey affeck development o written leid abeelity owin tae the interpley atween auditory an written representations o phonemes. Dyslexia is nae limitit tae difficulty in convertin letters tae soonds, an Cheenese fowk wi dyslexia mey hae difficulty convertin Cheenese chairacters intae thair meanins. The Cheenese vocabulary uises logographic, monographic, non-alphabet writin whaur ane chairacter can represent an individual phoneme. The phonological-processin hypothesis attempts tae expone why dyslexia occurs in a wide variety o leids. Furthermair, the relationship atween phonological capacity an readin appears tae be influenced bi orthography. == History == Dyslexia wis clinically descrieved bi Oswald Berkhan in 1881, but the term ''dyslexia'' wis coined in 1883 bi Rudolf Berlin, an ophthalmologist in Stuttgart. He uised the term tae refer tae the case o a yung lad wha haed severe difficulty learnin tae read an write, in maugre o shawin teepical intelligence an pheesical abeelities in aw ither respects. In 1896, W. Pringle Morgan, a Breetish physeecian frae Seaford, East Sussex, published a description o a readin-speceefic learnin ail in a report tae the ''British Medical Journal'' titled "Congenital Word Blindness". The distinction atween phonological versus surface teeps o dyslexia is anly descriptive, an wioot ony etiological assumption as tae the unnerlyin harn mechanisms. Houiver, studies hae alludit tae potential differences owin tae variation in performance. Ower time, the consensus haes chynged frae an intelligence-based model tae an age-based model fur dyslexia . == Society an cultur == As is the case wi ony ail, society aften maks an assessment based on incomplete information. Afore the 1980s, dyslexia wis thoucht tae be a consequence o eddication, raither nor a neurological disabeelity. As a result, society aften misjudges thaim wi the ail. Thare is whiles a wirkplace stigma an negative attitude towards thir wi dyslexia an aa. If the instructors o a person wi dyslexia lack the necessary trainin tae support a bairn wi the condeetion, thare is aften a negative effeck on the student's learnin pairteecipation. Syne at least the 1960s in the UK, the bairn diagnosed wi developmental dyslexia hae consistently been frae privileged faimilies. Awthou hauf o preesoners in the UK hae signeeficant readin difficulties, gey few hae iver been evaluatit fur dyslexia. Access tae some special eddicational resoorces an fundin is contingent upon haein a diagnosis o dyslexia. As a result, whan Staffordshire an Warwickshire proponed in 2018 tae teach readin tae aw bairn wi readin difficulties, uisin techniques proven tae be successfu fur maist bairn wi a diagnosis o dyslexia, wioot furst requirin the faimilies tae obteen an offeecial diagnosis, dyslexia advocates an parents o bairn wi dyslexia wur fearfu that thay wur losin a privileged status. === Stigma an success === Owin tae the mony cognitive processes that dyslexia affecks an the owerwhelmin societal stigma athort the disabeelity, individuals wi dyslexia aften employ behaviours o sel-stigma an perfectionistic sel-presentation in order tae cope wi thair disabeelity. The perfectionist sel-presentation is whan an individual attempts tae present thaimsels as the perfect ideal eemage an hides ony imperfections. This behaviour presents serious risk as it aften results in mental heal issues an refusal tae seek help fur thair disabeelity. == Resairch == [[File:Writing Systems Template Image.svg|thumb|120px|Writin seestems]] Maist dyslexia resairch relates tae alphabetic writin seestems, an inspecially tae European leids. Houiver, substantial resairch is forby available regardin fowk wi dyslexia wha spik Arabic, Cheenese, Hebrew, or ither leids. The ootward expression o individuals wi readin disabeelity, an regular peer readers, is the same in sum respects. == See an aw == * Dyscalculia, difficulty comprehendin nummers an math * Learnin tae read * Orton-Gillingham * Structured literacy * Leet o fowk wi dyslexia == References == {{Reflist}} == Further readin == {{refbegin|30em}} * {{cite journal | vauthors = Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L | title = Neuroanatomy of developmental dyslexia: Pitfalls and promise | journal = Neuroscience and Biobehavioral Reviews | volume = 84 | pages = 434–452 | date = January 2018 | pmid = 28797557 | doi = 10.1016/j.neubiorev.2017.08.001 | s2cid = 33176236 }} * {{cite book|url=https://books.google.com/books?id=wMR4AgAAQBAJ&pg=PP1|title=Dyslexia, Reading and the Brain: A Sourcebook of Psychological and Biological Research|first = Alan | last = Beaton |date=14 October 2004|publisher=Psychology Press|isbn=978-1-135-42275-2}} * {{cite book|url=https://books.google.com/books?id=8OywcklCBPkC&pg=PP1|title=Fifty Years in Dyslexia Research| first = Thomas Richard | last = Miles |date=4 August 2006|publisher=Wiley|isbn=978-0-470-02747-9|author-link=Thomas Richard Miles}} * {{cite book|url=https://books.google.com/books?id=szJZ1LDQv7YC&pg=PP1|title=Dyslexia in Context: Research, Policy and Practice| vauthors = Reid G, Fawcett A |date=12 May 2008|publisher=John Wiley & Sons|isbn=978-0-470-77801-2}} * {{cite book|url=https://books.google.com/books?id=7Jbvue2kNdYC&pg=PP1|title=The Psychology of Dyslexia: A Handbook for Teachers with Case Studies|first = Michael | last = Thomson |date=18 March 2009|publisher=John Wiley & Sons|isbn=978-0-470-74197-9}} * {{cite book|url=https://books.google.com/books?id=EFh4kCrMbK4C&pg=PP1|title=Dyslexia| first = Gavin | last = Reid |date=17 March 2011|publisher=A&C Black|isbn=978-1-4411-6585-5|edition=3}} * {{cite book|url=https://books.google.com/books?id=K2xdsMJ1MWgC&pg=PP1|title=Dyslexia and Other Learning Difficulties| first = Mark | last = Selikowitz |date=2 July 2012|publisher=Oxford University Press|isbn=978-0-19-969177-7}} * {{cite book|url=https://books.google.com/books?id=EgXsAgAAQBAJ&pg=PP1|title=Reading, Writing and Dyslexia: A Cognitive Analysis| first = Andrew W. | last = Ellis |date=25 February 2014|publisher=Psychology Press|isbn=978-1-317-71630-3}} * {{cite book|url=https://books.google.com/books?id=4lz2AgAAQBAJ&pg=PP1|title=The Dyslexia Debate| vauthors = Elliott JG, Grigorenko EL |date=24 March 2014|publisher=Cambridge University Press|isbn=978-0-521-11986-3|author-link=Julian Elliott}} * {{cite book|url=https://books.google.com/books?id=oXe6BAAAQBAJ&pg=PP1|title=Dyslexia and Us: A collection of personal stories|last1=Agnew|first1=Susie|last2=Stewart|first2=Jackie|last3=Redgrave|first3=Steve|date=8 October 2014|publisher=Andrews UK Limited|isbn=978-1-78333-250-2 }} * {{cite journal | vauthors = Norton ES, Beach SD, Gabrieli JD | title = Neurobiology of dyslexia | journal = Current Opinion in Neurobiology | volume = 30 | pages = 73–8 | date = February 2015 | pmid = 25290881 | pmc = 4293303 | doi = 10.1016/j.conb.2014.09.007 | hdl = 1721.1/102416 }} * {{cite journal | vauthors = Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A | title = Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children | journal = Frontiers in Neuroscience | volume = 10 | page = 324 | year = 2016 | pmid = 27471442 | doi = 10.3389/fnins.2016.00324 | pmc = 4945653 | doi-access = free }} * {{cite journal | vauthors = Shao S, Niu Y, Zhang X, Kong R, Wang J, Liu L, Luo X, Zhang J, Song R | title = Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population | journal = Scientific Reports | volume = 6 | article-number = 30454 | date = July 2016 | pmid = 27464509 | pmc = 4964335 | doi = 10.1038/srep30454 | bibcode = 2016NatSR...630454S }} * {{cite journal | vauthors = Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR | title = Heritability of non-speech auditory processing skills | journal = European Journal of Human Genetics | volume = 24 | issue = 8 | pages = 1137–44 | date = August 2016 | pmid = 26883091 | pmc = 4872837 | doi = 10.1038/ejhg.2015.277 }} * {{cite journal | vauthors = Mascheretti S, De Luca A, Trezzi V, Peruzzo D, Nordio A, Marino C, Arrigoni F | title = Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | journal = Translational Psychiatry | volume = 7 | issue = 1 | pages = e987 | date = January 2017 | pmid = 28045463 | pmc = 5545717 | doi = 10.1038/tp.2016.240 }} * {{cite journal | vauthors = Fraga González G, Žarić G, Tijms J, Bonte M, van der Molen MW | title = Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies | journal = Brain Sciences | volume = 7 | issue = 1 | page = 10 | date = January 2017 | pmid = 28106790 | pmc = 5297299 | doi = 10.3390/brainsci7010010 | doi-access = free }} * {{cite journal | vauthors = Rudov A, Rocchi MB, Accorsi A, Spada G, Procopio AD, Olivieri F, Rippo MR, Albertini MC | title = Putative miRNAs for the diagnosis of dyslexia, dyspraxia, and specific language impairment | journal = Epigenetics | volume = 8 | issue = 10 | pages = 1023–9 | date = October 2013 | pmid = 23949389 | pmc = 3891682 | doi = 10.4161/epi.26026 }} * {{cite journal | vauthors = Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC | title = A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects | journal = Frontiers in Psychology | volume = 7 | page = 1617 | year = 2016 | pmid = 27891100 | pmc = 5102880 | doi = 10.3389/fpsyg.2016.01617 | doi-access = free }} {{refend}} == Fremmit airtins == {{sister project links|d=Q132971|q=no|c=category:Dyslexia|n=no|b=no|v=no|voy=no|m=no|mw=no|wikt=no|s=no|species=no}} {{Library resources box|by=no|onlinebooks=no|about=yes|lcheading=dyslexia}} {{Authority control}} [[Category:Dyslexia| ]] [[Category:Leeteracy]] [[Category:Learnin tae read]] [[Category:Speceefic developmental ails]] [[Category:Readin (process)|*Dyslexia]] [[Category:Wikipaedia medicin airticles ready tae owerset]] [[Category:Wikipaedia neurology airticles ready tae owerset]] [[Category:Writin]] ndoe1ooeq6zg81qodwqofc9bp73c0k6 916840 916838 2026-05-16T00:08:40Z Mr.Murdoch78 119895 916840 wikitext text/x-wiki {{Infobox medical condition (new) | name = Dyslexia | synonyms = Readin ail | image = File:Dislexia nens.jpg | caption = Dyslexia involves difficulties in processin letters an wirds. | pronounce = {{IPAc-en|d|ɪ|s|ˈ|l|ɛ|k|s|i|ə|audio=LL-Q1860 (eng)-Flame, not lame-Dyslexia.wav}} {{respell|dis|LEK|see|ə}} | types = [[Surface dyslexia]] | field = [[Neurology]], [[pediatrics]] | symptoms = Trouble [[Readin (process)|readin]]<ref name="ninds1"/> | onset = Schuil age<ref name=Lancet2012/> | causes = [[Genetics|Genetic]] an environmental factors<ref name=Lancet2012 /> | risks = Faimily history, [[attention deficit hyperactivity ail]]<ref name=NIH2014Def/> | diagnosis = Series memory, spellin, veesion, an readin test<ref name=NIH2015Diag/> | differential = [[Hearin problems|Hearin]] or [[veesion problems]], insufficient [[Readin eddication|teachin]]<ref name=Lancet2012/> | treatment = Adjustin teachin methods<ref name=ninds1/> | frequency = 3–7%<ref name=Lancet2012/><ref name=Koo2013/> }} '''Dyslexia''', forby kent as '''wird blindness''', is a [[learnin disabeelity]] that affecks either readin or writin. Different fowk are affeckit tae different degrees. Problems mey include difficulties in spellin wirds, readin quickly, writin wirds, "soondin oot" wirds [[Subvocalisation|in the heid]], pronouncin wirds whan readin alood an unnerstaundin whit ane reads. Aften thir difficulties are furst noticed at schuil. The difficulties are involuntary, an fowk wi this ail hae a normal desire tae learn. Fowk wi dyslexia hae heicher rates o [[attention deficit hyperactivity ail]] (ADHA), [[Developmental leid ail|developmental leid ails]], an [[Dyscalculia|difficulties wi nummers]]. Dyslexia is believed tae be caused bi the [[Gene–environment interaction|interaction]] o [[Genetics|genetic]] an environmental factors. Some cases rin in faimilies. Dyslexia that develops owin tae a [[traumatic harn injury]], [[stroke]], or [[dementia]] is whiles cried "acquired dyslexia" or '''alexia'''. The unnerlyin mechanisms o dyslexia result frae differences athin [[Leid processin in the harn|the harn's leid processin]]. Dyslexia is diagnosed throu a series o tests o memory, veesion, spellin, an readin skeels. Dyslexia is separate frae readin difficulties caused bi [[Hearin loss|hearin]] or [[Veesual impairment|veesion problems]] or bi insufficient [[Readin|teachin]] or opportunity tae learn. Treatment involves adjustin teachin methods tae meet the person's needs. Whiles nae curin the unnerlyin problem, it mey decrease the degree or impact o symptoms. Treatments targetin veesion are nae effective. Dyslexia is the maist common [[learnin disabeelity]] an occurs in aw areas o the warld. It affecks 3–7% o the population; houiver, up tae 20% o the general population mey hae some degree o symptoms. Whiles dyslexia is mair aften diagnosed in lads, this is pairtly exponed bi a sel-fulfillin [[Selection bias|referral bias]] amang teachers an professionals. It haes even been suggestit that the condeetion affecks men an wummen equally. Some believe that dyslexia is best considered as a different wey o learnin, wit baith benefits an dounsides. == Clessification == Dyslexia is dividit intae developmental an acquired forms. Acquired dyslexia occurs subsequent tae neurological insult, sic as [[traumatic harn injury]] or [[stroke]]. Fowk wi acquired dyslexia exhibit some o the signs or symptoms o the developmental ail, bit require different assessment strategies an treatment approaches. ''Pure alexia'', forby kent as ''agnosic alexia'' or ''pure wird blindness'', is ane form o [[Alexia (condeetion)|alexia]] that maks up "the peripheral dyslexia" group. == Signs an symptoms == In early bairnheid, symptoms that correlate wi a later diagnosis o dyslexia include [[Speech delay|delayed onset o speech]] an a lack o [[phonological awareness]]. A common meeth closely associates dyslexia wi [[mirror writin]] an readin letters or wirds backwards. Thir behaviours are seen in mony bairn as thay learn tae read an write, an are nae considered tae be definin chairactereestics o dyslexia. Schuil-age bairn wi dyslexia mey exhibit signs o difficulty in identifyin or generatin rhymin wirds, or coontin the nummer o seellables in wirds—baith o that depend on phonological awareness. Thay mey forby shaw difficulty in segmentin wirds intae individual soonds (sic as soondin oot the three soonds o ''k'', ''a'', an ''t'' in ''cat'') or mey struggle tae blend soonds, indicatin reduced [[phonemic awareness]]. Difficulties wi wird retrieval or namin things is associatit wi dyslexia an aa. Fowk wi dyslexia are commonly puir spellers, a featur whiles cried ''dysorthographia'' or ''[[dysgraphia]]'', that depends on the skeel o [[Orthography|orthographic codin]]. Problems persist intae adolescence an adultheid an mey include difficulties wi summarising stories, memorisation, readin alood, or learnin foreign leids. Adults wi dyslexia can aften read wi guid comprehension, thou thay tend tae read mair slawly nor ithers wioot a learnin difficulty an perform worse in spellin tests or whan readin nonsense wirds—a measure o phonological awareness. === Associatit condeetions === Dyslexia aften co-occurs wi ither learnin ails, bit the raisons fur this comorbidity hae nae been clearly identifee'd. Thir associatit disabeelities include: ; [[Dysgraphia]] : A ail involvin difficulties wi writin or typin, whiles owin tae problems wi [[Haund–ee coordination|ee–haund coordination]]; it can impede direction- or sequence-orientit processes an aa, sic as tyin knots or carryin oot repetitive tasks. In dyslexia, dysgraphia is aften multifactorial, owin tae impaired letter-writin [[automaticity]], organisational an elaborative difficulties, an impaired veesual wird formin, that maks it mair difficult tae retrieve the veesual pictur o wirds required fur spellin. ; [[Attention deficit hyperactivity ail]] : A ail chairacterised bi problems sustainin attention, hyperactivity, or actin impulsively. Dyslexia an ADHA commonly occur thegither. Approximately 15% or 12–24% o fowk wi dyslexia hae ADHA; an up tae 35% o fowk wi ADHA hae dyslexia. ; [[Auditory processin ail]] : A listenin ail that affecks the abeelity tae process auditory information. This can lead tae problems wi [[Echoic memory|auditory memory]] an auditory [[Sequence learnin|sequencin]]. Mony fowk wi dyslexia hae auditory processin problems, an mey develop thair awn [[logographic cues]] tae compensate fur this teep o deficit. Some resairch suggests that auditory processin skeels coud be the primary shortfaw in dyslexia. ; [[Developmental coordination ail]] : A neurological condeetion chairacterised bi difficulty in carryin oot routine tasks involvin balance, fine-[[motor control]] an [[Proprioception|kinesthetic]] coordination; difficulty in the uise o speech soonds; an problems wi [[short-term memory]] an organisation. == Causes == [[File:Inferior parietal lobule - superior view animation.gif|thumb|300px| Inferior parietal lobule – superior view animation]] Resairchers hae been tryin tae find the neurobiological basis o dyslexia syne the condeetion wis furst identifee'd in 1881. Fur ensaumple, some hae tree'd tae associate the common problem amang fowk wi dyslexia o nae bein able tae see letters clearly tae abnormal development o thair veesual nerve cells. === Neuroanatomy === [[Neuroeemagin]] techniques, sic as [[functional magnetic resonance eemagin]] (fMRI) an [[positron emission tomography]] (PET), hae shawn a correlation atween baith functional an structural differences in the harns o bairn wi readin difficulties. Some fowk wi dyslexia shaw less activation in pairts o the [[Lateralisation o harn function|left hemisphere]] o the harn involvit wi readin, sic as the [[inferior frontal gyrus]], [[inferior parietal lobule]], an the middle an [[Brodmann area 20|ventral temporal cortex]]. Meta-analyses o fMRI studies hae foond unner-activation whaur the [[Temporal lobe|temporal]] an [[Occipital lobe|occipital lobes]] meet in the left hemisphere in dyslexic subjecks (includin the [[veesual wird form area]]). Ower the past decade, harn activation studies uisin PET tae study leid hae produced a breakthrou in the unnerstaundin o the neural basis o leid. Neural bases fur the veesual [[lexicon]] an fur auditory verbal [[short-term memory]] components hae been proponed, wi some implication that the observed neural manifestation o developmental dyslexia is task-speceefic (i.e., functional raither nor structural). fMRIs o fowk wi dyslexia indicate an interactive role o the [[cerebellum]] an cerebral cortex as weel as ither harn structurs in readin. The cerebellar theory o dyslexia propones that impairment o cerebellum-controlled muscle muivement affecks the formation o wirds bi the tongue and facial muscles, resultin in the [[fluency]] problems that some fowk wi dyslexia experience. The cerebellum is involvit in the [[Autonomic nervous seestem|automatisation]] o some tasks an aa, sic as readin. The fact that some bairn wi dyslexia hae motor task an balance impairments coud be conseestent wi a cerebellar role in thair readin difficulties. Houiver, the cerebellar theory haes nae been supportit bi controlled resairch studies. === Genetics === Resairch intae potential genetic causes o dyslexia haes its ruits in post-autopsy examination o the harns o fowk wi dyslexia. Observed anatomical differences in the leid centres o sic harns include microscopic cortical malformations kent as ectopias, an mair rarely, vascular micro-malformations, an microgyrus—a smawer nor uisual size fur the gyrus. The previously citit studies an ithers suggest that abnormal cortical development, presumed tae occur afore or durin the saxt month o fetal harn development, mey have caused the abnormalities. Abnormal cell formations in fowk wi dyslexia hae forby been reportit in non-leid cerebral an subcortical harn structurs. Mony genes hae been associatit wi dyslexia, includin DCDC2 an KIAA0319 on chromosome 6, an DYX1C1 on chromosome 15. === Gene–environment interaction === The contreibution o gene–environment interaction tae readin (dis)abeelity, that estimates the proportion o variance (the differences in readin abeelity across individuals) attributable tae environmental an genetic factors, haes been studied extensively bi comparin sets o identical twins an fraternal twins. Sic twin studies shaw that baith environmental an genetic influences contreibute tae readin development, wi thir twa influences' kin impact varyin bi contex. Fur ensaumple, parental eddication haes been foond tae moderate genetic influences on readin (dis)abeelity, an teacher quality can moderate genetic effecks on early readin abeelity. Mairower, in mair supportive environments, genetic risk factors accoont fur a lairger proportion o the variation in dyslexia. This occurs acause reducin environmental risks—throu heich-quality instruction an supportive caregiein—lowers environmental differences, makin genetic effecks easier tae detect. If environmental risk factors are reduced wi guid teachin an a supportin caregier environment, genetic risk factors mey pley a muckler role in exponin why some fowk hae dyslexia acause the genetic effeck is easier tae detect gien that muckle environmental noise is bracketed-oot. As environment pleys a lairge role in learnin an memory, it is likly that epigenetic modifications pley an important role in readin abeelity. Measures o gene expression, histone modifications, an methylation in the bodie periphery are uised tae study epigenetic processes; houiver, aw o thir hae leemitations in the extrapolation o results fur application tae the bodie harn. ==== Leid ==== The orthographic complexity o a leid directly affecks hou difficult it is tae learn tae read it. Inglis an French hae comparatively "deep" phonemic orthographies athin the Laitin alphabet writin seestem, wi complex structurs employin spellin patterns on mony levels: letter-soond correspondence, seellables, an morphemes. Leids sic as Spainish, Italian an Finnish primarily employ letter-soond correspondence—sae-cried "shallae" orthographies—that maks thaim easier tae learn fur fowk wi dyslexia. Logographic writin seestems, sic as Cheenese chairacters, hae extensive seembol uise, an thir pose problems fur dyslexic learners an aa. ==Pathophysiology== [[File:Gray733.png|thumb|140px|Corpus callosum view, front pairt at tap o eemage]] Fur maist fowk wha are richt-haund dominant, the left hemisphere o thair harn is mair specialised fur leid processin. Wi regard tae the mechanism o dyslexia, fMRI studies suggest that this specialisation is less pronounced or absent in fowk wi dyslexia. In ither studies, dyslexia is correlatit wi anatomical differences in the corpus callosum, the bundle o nerve fibers that connects the left an richt hemispheres. Data via diffusion tensor MRI indicate chynges in connectivity or in gray maiter density in areas relatit tae readin an leid. Finally, the left inferior frontal gyrus haes shawn differences in phonological processin in fowk wi dyslexia. Neurophysiological an eemagin procedures are bein uised tae ascertain phenotypic chairactereestics in fowk wi dyslexia, thus identifyin the effecks o dyslexia-relatit genes. === Dual route theory === The dual-route theory o readin alood wis furst descrieved in the early 1970s. This theory suggests that twa separate mental mechanisms, or cognitive routes, are involvit in readin alood. Ane mechanism is the lexical route, that is the process whaurbi skeelt readers can recognise kent wirds bi sicht alane, throu a "dictionary" leukup procedure. The ither mechanism is the nonlexical or sublexical route, that is the process whaurbi the reader can "soond oot" a written wird. This is duin bi identifyin the wird's constituent pairts (letters, phonemes, graphemes) an applyin knawledge o hou thir pairts are associatit wi ilka ither — fur ensaumple, hou a string o neebourin letters soond thegither. The dual-route seestem coud expone the different rates o dyslexia occurrence atween different leids (e.g., the consistency o phonological rules in the Spainish leid coud accoont fur the fact that Spainish-speakin bairn shaw a heicher level o performance in non-wird readin, whan compared tae Inglis-speakers). == Diagnosis == Dyslexia is a heterogeneous, dimensional learnin ail that impairs accurate an fluent wird readin an spellin. Teepical—but nae universal—featurs include difficulties wi phonological awareness, inefficient an aften inaccurate processin o soonds in oral leid (''phonological processin''), an verbal wirkin memory deficits. Dyslexia is a neurodevelopmental ail, subcategorisit in diagnostic guides as a ''learnin'' ''ail wi impairment in readin'' (ICD-11 prefixes "developmental" tae "learnin ail"; DSM-5 uises "speceefic"). Dyslexia is nae a problem wi intelligence. Emotional problems aften arise seicontary tae learnin difficulties. The National Institute of Neurological Disorders and Stroke descrieves dyslexia as "difficulty wi phonological processin (the manipulation o soonds), spellin, an/or rapid veesual-verbal respondin". The Breetish Dyslexia Association defines dyslexia as "a learnin difficulty that maistly affecks the skeels involvit in accurate an fluent wird readin an spellin" an is chairacterised bi "difficulties in phonological awareness, verbal memory an verbal processin speed". ''Phonological awareness'' enables ane tae identify, discriminate, mynd (wirkin memory), an mentally manipulate the soond structurs o leid—phonemes, onsteid-rime segments, seellables, an wirds. === Assessment === The follaein can be duin tae assess fur dyslexia: Apply a multidisciplinary team approach involvin the bairn's parent(s) an teacher(s), schuil psychologist, pediatrician, an, as appropriate, speech an leid pathologist (speech therapist), an occupational therapist. Gain faimiliarity wi teepical ages bairn reach mony general developmental milestanes, an domain-speceefic milestanes, sic as phonological awareness (recognisin rhymin wirds; identifyin the initial soonds in wirds). Dinna rely on tests exclusively. Carefu observation o the bairn in the schuil an hame environments, an sensitive, comprehensive parental interviews are juist as important as tests. Leuk at the empirically supportit repone tae intervention (RTI) approach, that "... involves monitorin the progress o a group o bairn throu a programme o intervention raither nor unnertakin a static assessment o thair current skeels. Bairn wi the maist need are thaim wha fail tae respond tae effective teachin, an thay are readily identifee'd uisin this approach." ==== Assessment tests ==== Thare is a wide range o tests that are uised in clinical an eddicational settins tae evaluate the possibility o dyslexia. If initial testin suggests that a person micht hae dyslexia, sic tests are aften follaed up wi a fou diagnostic assessment tae determine the extent an naitur o the ail. Some tests can be admeenistered bi a teacher or computer; ithers require specialised trainin an are gien bi psychologists. Some test results indicate hou tae carry oot teachin strategies. Acause a variety o different cognitive, behavioural, emotional, an environmental factors aw coud contreibute tae difficulty learnin tae read, a comprehensive evaluation shoud consider thir different possibilities. Thir tests an observations can include: * General meisurs o cognitive abeelity, sic as the Wechsler Intelligence Scale fur Bairn, Woodcock-Johnson Tests o Cognitive Abeelities, or Stanford-Binet Intelligence Scales. Low general cognitive abeelity wad mak readin mair difficult. Cognitive abeelity meisurs aften try tae meisur different cognitive processes an aa, sic as verbal abeelity, nonverbal an spatial raisonin, wirkin memory, an processin speed. Thare are different versions o thir tests fur different age groups. Awmaist aw o thir require addeetional trainin tae gie an score correctly, an are duin bi psychologists. Accordin tae Mather an Schneider (2015), a confirmatory profile an/or pattern o scores on cognitive tests confirmin or rulin-oot readin ail haes nae yit been identifee'd. * Screenin or evaluation fur mental heal condeetions: Parents an teachers can complete ratin scales or behaviour checkleets tae gaither information aboot emotional an behavioural functionin fur yunger fowk. Mony checkleets hae seemilar versions fur parents, teachers, an yunger fowk auld eneuch tae read raisonably weel (aften 11 years an aulder) tae complete. Ensaumples include the Behavioural Assessment Seestem fur Bairn, an the Strenths an Difficulties Questionnaire. Aw o thir hae naitionally representative norms, makin it possible tae compare the level o symptoms tae whit wad be teepical fur the yunger person's age an biological sex. Ither checkleets link mair speceefically tae psychiatric diagnoses, sic as the Vanderbilt ADHD Ratin Scales or the Screen fur Bairn Anxiety Relatit Emotional Ail (SBAREA). Screenin uises brief tuils that are designed tae catch cases wi a ail, but thay aften get false positive scores fur fowk wha dae nae hae the ail. Screeners shoud be follaed up bi a mair accurate test or diagnostic interview as a result. Depressive ails an anxiety ails are two-three times heicher in fowk wi dyslexia, an attention-deficit/hyperactivity ail is mair common, as weel. * Review o academic achievement an skeels: Average spellin/readin abeelity fur a dyslexic is a percentage rankin <16, weel belaw normal. In addeetion tae reviewin grades an teacher notes, staundardised test results are helpfu in evaluatin progress. Thir include group admeenistered tests, sic as the Iowa Tests o Eddicational Development, that a teacher mey gie tae a group or hale clessruim o yunger fowk at the same time. Thay coud include individually admeenistered tests o achievement an aa, sic as the Wide Range Achievement Test, or the Woodcock-Johnson (that includes a set o achievement tests an aa). The individually admeenistered tests again require mair specialised trainin. == Screenin == Screenin procedures seek tae identify bairn wha shaw signs o possible dyslexia. In the preschuil years, a faimily history o dyslexia, pairticulairly in biological parents an siblins, predicts an eventual dyslexia diagnosis better nor ony test. In primary schuil (ages 5–7), the ideal screenin procedure consists o trainin primary schuil teachers tae carefully observe an record thair pupils' progress throu the phonics curriculum, an tharebi identify bairn progressin slawly. Whan teachers identify sic students thay can supplement thair observations wi screenin tests sic as the ''Phonics screenin check'' uised bi Unitit Kinrick schuils durin Year 1. In the medical settin, bairn an adolescent psychiatrist M. S. Thambirajah emphasises that "[g]ien the heich prevalence o developmental ails in schuil-aged bairn, aw bairn seen in clinics shoud be seestematically screened fur developmental ails irrespective o the presentin problem/s." Thambirajah recommends screenin fur developmental ails, includin dyslexia, bi conductin a brief developmental history, a preliminary psychosocial developmental examination, an obtainin a schuil report regardin academic an social functionin. == Management == Throu the uise o compensation strategies, therapy an eddicational support, individuals wi dyslexia can learn tae read an write. Thare are techniques an technical aids that help tae manage or conceal symptoms o the ail. Reducin stress an anxiety can whiles impruive written comprehension. Fur dyslexia intervention wi alphabet-writin seestems, the fundamental aim is tae increase a bairn's awareness o correspondences atween graphemes (letters) an phonemes (soonds), an tae relate thir tae readin an spellin bi teaching hou soonds blend intae wirds. Reinforced collateral trainin focused on readin an spellin mey yield langer-lastin gains nor oral phonological trainin alane. Early intervention can be successfu in reducin readin failur. Resairch daes nae suggest that specially-tailored fonts (sic as Dyslexie an OpenDyslexic) help wi readin. In experiments, a mair signeeficant difference in readin performance wis driven bi interline spacin, an the difference wis nae signeeficant ance variables sic as interline spacin an x-hicht wis normalised atween the candidate fonts. Bairn wi dyslexia read tex set in a regular font sic as Times New Roman an Arial juist as quickly, an thay shaw a preference fur regular fonts ower specially-tailored fonts. Some resairch haes pyntit tae increased letter-spacin bein beneficial. Thare is currently nae evidence shawin that muisic eddication signeeficantly impruives the readin skeels o adolescents wi dyslexia. == Prognosis == Dyslexic bairn require special instruction fur wird analysis an spellin frae an early age. The prognosis, generally speakin, is positive fur individuals wha are identifee'd in bairnheid an receive support frae freends an faimily. The New York eddicational seestem (NYED) indicates "a daily uninterruptit 90-meenit block o instruction in readin" an "instruction in phonemic awareness, phonics, vocabulary development, readin fluency" sae as tae impruive the individual's readin abeelity. == Epidemiology == The prevalence o dyslexia is unkent, but it haes been estimatit tae be as low as 5% an as heich as 17% o the population. Dyslexia is diagnosed mair aften in males. Thare are different defineetions o dyslexia uised throuoot the warld. Further, differences in writin seestems mey affeck development o written leid abeelity owin tae the interpley atween auditory an written representations o phonemes. Dyslexia is nae limitit tae difficulty in convertin letters tae soonds, an Cheenese fowk wi dyslexia mey hae difficulty convertin Cheenese chairacters intae thair meanins. The Cheenese vocabulary uises logographic, monographic, non-alphabet writin whaur ane chairacter can represent an individual phoneme. The phonological-processin hypothesis attempts tae expone why dyslexia occurs in a wide variety o leids. Furthermair, the relationship atween phonological capacity an readin appears tae be influenced bi orthography. == History == Dyslexia wis clinically descrieved bi Oswald Berkhan in 1881, but the term ''dyslexia'' wis coined in 1883 bi Rudolf Berlin, an ophthalmologist in Stuttgart. He uised the term tae refer tae the case o a yung lad wha haed severe difficulty learnin tae read an write, in maugre o shawin teepical intelligence an pheesical abeelities in aw ither respects. In 1896, W. Pringle Morgan, a Breetish physeecian frae Seaford, East Sussex, published a description o a readin-speceefic learnin ail in a report tae the ''British Medical Journal'' titled "Congenital Word Blindness". The distinction atween phonological versus surface teeps o dyslexia is anly descriptive, an wioot ony etiological assumption as tae the unnerlyin harn mechanisms. Houiver, studies hae alludit tae potential differences owin tae variation in performance. Ower time, the consensus haes chynged frae an intelligence-based model tae an age-based model fur dyslexia . == Society an cultur == As is the case wi ony ail, society aften maks an assessment based on incomplete information. Afore the 1980s, dyslexia wis thoucht tae be a consequence o eddication, raither nor a neurological disabeelity. As a result, society aften misjudges thaim wi the ail. Thare is whiles a wirkplace stigma an negative attitude towards thir wi dyslexia an aa. If the instructors o a person wi dyslexia lack the necessary trainin tae support a bairn wi the condeetion, thare is aften a negative effeck on the student's learnin pairteecipation. Syne at least the 1960s in the UK, the bairn diagnosed wi developmental dyslexia hae consistently been frae privileged faimilies. Awthou hauf o preesoners in the UK hae signeeficant readin difficulties, gey few hae iver been evaluatit fur dyslexia. Access tae some special eddicational resoorces an fundin is contingent upon haein a diagnosis o dyslexia. As a result, whan Staffordshire an Warwickshire proponed in 2018 tae teach readin tae aw bairn wi readin difficulties, uisin techniques proven tae be successfu fur maist bairn wi a diagnosis o dyslexia, wioot furst requirin the faimilies tae obteen an offeecial diagnosis, dyslexia advocates an parents o bairn wi dyslexia wur fearfu that thay wur losin a privileged status. === Stigma an success === Owin tae the mony cognitive processes that dyslexia affecks an the owerwhelmin societal stigma athort the disabeelity, individuals wi dyslexia aften employ behaviours o sel-stigma an perfectionistic sel-presentation in order tae cope wi thair disabeelity. The perfectionist sel-presentation is whan an individual attempts tae present thaimsels as the perfect ideal eemage an hides ony imperfections. This behaviour presents serious risk as it aften results in mental heal issues an refusal tae seek help fur thair disabeelity. == Resairch == [[File:Writing Systems Template Image.svg|thumb|120px|Writin seestems]] Maist dyslexia resairch relates tae alphabetic writin seestems, an inspecially tae European leids. Houiver, substantial resairch is forby available regardin fowk wi dyslexia wha spik Arabic, Cheenese, Hebrew, or ither leids. The ootward expression o individuals wi readin disabeelity, an regular peer readers, is the same in sum respects. == See an aw == * Dyscalculia, difficulty comprehendin nummers an math * Learnin tae read * Orton-Gillingham * Structured literacy * Leet o fowk wi dyslexia == References == {{Reflist}} == Further readin == {{refbegin|30em}} * {{cite journal | vauthors = Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L | title = Neuroanatomy of developmental dyslexia: Pitfalls and promise | journal = Neuroscience and Biobehavioral Reviews | volume = 84 | pages = 434–452 | date = January 2018 | pmid = 28797557 | doi = 10.1016/j.neubiorev.2017.08.001 | s2cid = 33176236 }} * {{cite book|url=https://books.google.com/books?id=wMR4AgAAQBAJ&pg=PP1|title=Dyslexia, Reading and the Brain: A Sourcebook of Psychological and Biological Research|first = Alan | last = Beaton |date=14 October 2004|publisher=Psychology Press|isbn=978-1-135-42275-2}} * {{cite book|url=https://books.google.com/books?id=8OywcklCBPkC&pg=PP1|title=Fifty Years in Dyslexia Research| first = Thomas Richard | last = Miles |date=4 August 2006|publisher=Wiley|isbn=978-0-470-02747-9|author-link=Thomas Richard Miles}} * {{cite book|url=https://books.google.com/books?id=szJZ1LDQv7YC&pg=PP1|title=Dyslexia in Context: Research, Policy and Practice| vauthors = Reid G, Fawcett A |date=12 May 2008|publisher=John Wiley & Sons|isbn=978-0-470-77801-2}} * {{cite book|url=https://books.google.com/books?id=7Jbvue2kNdYC&pg=PP1|title=The Psychology of Dyslexia: A Handbook for Teachers with Case Studies|first = Michael | last = Thomson |date=18 March 2009|publisher=John Wiley & Sons|isbn=978-0-470-74197-9}} * {{cite book|url=https://books.google.com/books?id=EFh4kCrMbK4C&pg=PP1|title=Dyslexia| first = Gavin | last = Reid |date=17 March 2011|publisher=A&C Black|isbn=978-1-4411-6585-5|edition=3}} * {{cite book|url=https://books.google.com/books?id=K2xdsMJ1MWgC&pg=PP1|title=Dyslexia and Other Learning Difficulties| first = Mark | last = Selikowitz |date=2 July 2012|publisher=Oxford University Press|isbn=978-0-19-969177-7}} * {{cite book|url=https://books.google.com/books?id=EgXsAgAAQBAJ&pg=PP1|title=Reading, Writing and Dyslexia: A Cognitive Analysis| first = Andrew W. | last = Ellis |date=25 February 2014|publisher=Psychology Press|isbn=978-1-317-71630-3}} * {{cite book|url=https://books.google.com/books?id=4lz2AgAAQBAJ&pg=PP1|title=The Dyslexia Debate| vauthors = Elliott JG, Grigorenko EL |date=24 March 2014|publisher=Cambridge University Press|isbn=978-0-521-11986-3|author-link=Julian Elliott}} * {{cite book|url=https://books.google.com/books?id=oXe6BAAAQBAJ&pg=PP1|title=Dyslexia and Us: A collection of personal stories|last1=Agnew|first1=Susie|last2=Stewart|first2=Jackie|last3=Redgrave|first3=Steve|date=8 October 2014|publisher=Andrews UK Limited|isbn=978-1-78333-250-2 }} * {{cite journal | vauthors = Norton ES, Beach SD, Gabrieli JD | title = Neurobiology of dyslexia | journal = Current Opinion in Neurobiology | volume = 30 | pages = 73–8 | date = February 2015 | pmid = 25290881 | pmc = 4293303 | doi = 10.1016/j.conb.2014.09.007 | hdl = 1721.1/102416 }} * {{cite journal | vauthors = Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A | title = Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children | journal = Frontiers in Neuroscience | volume = 10 | page = 324 | year = 2016 | pmid = 27471442 | doi = 10.3389/fnins.2016.00324 | pmc = 4945653 | doi-access = free }} * {{cite journal | vauthors = Shao S, Niu Y, Zhang X, Kong R, Wang J, Liu L, Luo X, Zhang J, Song R | title = Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population | journal = Scientific Reports | volume = 6 | article-number = 30454 | date = July 2016 | pmid = 27464509 | pmc = 4964335 | doi = 10.1038/srep30454 | bibcode = 2016NatSR...630454S }} * {{cite journal | vauthors = Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR | title = Heritability of non-speech auditory processing skills | journal = European Journal of Human Genetics | volume = 24 | issue = 8 | pages = 1137–44 | date = August 2016 | pmid = 26883091 | pmc = 4872837 | doi = 10.1038/ejhg.2015.277 }} * {{cite journal | vauthors = Mascheretti S, De Luca A, Trezzi V, Peruzzo D, Nordio A, Marino C, Arrigoni F | title = Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | journal = Translational Psychiatry | volume = 7 | issue = 1 | pages = e987 | date = January 2017 | pmid = 28045463 | pmc = 5545717 | doi = 10.1038/tp.2016.240 }} * {{cite journal | vauthors = Fraga González G, Žarić G, Tijms J, Bonte M, van der Molen MW | title = Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies | journal = Brain Sciences | volume = 7 | issue = 1 | page = 10 | date = January 2017 | pmid = 28106790 | pmc = 5297299 | doi = 10.3390/brainsci7010010 | doi-access = free }} * {{cite journal | vauthors = Rudov A, Rocchi MB, Accorsi A, Spada G, Procopio AD, Olivieri F, Rippo MR, Albertini MC | title = Putative miRNAs for the diagnosis of dyslexia, dyspraxia, and specific language impairment | journal = Epigenetics | volume = 8 | issue = 10 | pages = 1023–9 | date = October 2013 | pmid = 23949389 | pmc = 3891682 | doi = 10.4161/epi.26026 }} * {{cite journal | vauthors = Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC | title = A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects | journal = Frontiers in Psychology | volume = 7 | page = 1617 | year = 2016 | pmid = 27891100 | pmc = 5102880 | doi = 10.3389/fpsyg.2016.01617 | doi-access = free }} {{refend}} == Fremmit airtins == {{sister project links|d=Q132971|q=no|c=category:Dyslexia|n=no|b=no|v=no|voy=no|m=no|mw=no|wikt=no|s=no|species=no}} {{Library resources box|by=no|onlinebooks=no|about=yes|lcheading=dyslexia}} {{Authority control}} [[Category:Dyslexia| ]] [[Category:Leeteracy]] [[Category:Learnin tae read]] [[Category:Speceefic developmental ails]] [[Category:Readin (process)|*Dyslexia]] [[Category:Wikipaedia medicin airticles ready tae owerset]] [[Category:Wikipaedia neurology airticles ready tae owerset]] [[Category:Writin]] juh6gk0bjizek8s30tgu1plit75rsxu 916841 916840 2026-05-16T00:18:49Z Mr.Murdoch78 119895 916841 wikitext text/x-wiki {{Infobox medical condition (new) | name = Dyslexia | synonyms = Readin ail | image = File:Dislexia nens.jpg | caption = Dyslexia involves difficulties in processin letters an wirds. | pronounce = {{IPAc-en|d|ɪ|s|ˈ|l|ɛ|k|s|i|ə|audio=LL-Q1860 (eng)-Flame, not lame-Dyslexia.wav}} {{respell|dis|LEK|see|ə}} | types = [[Surface dyslexia]] | field = [[Neurology]], [[pediatrics]] | symptoms = Trouble [[Readin (process)|readin]]<ref name="ninds1"/> | onset = Schuil age<ref name=Lancet2012/> | causes = [[Genetics|Genetic]] an environmental factors<ref name=Lancet2012 /> | risks = Faimily history, [[attention deficit hyperactivity ail]]<ref name=NIH2014Def/> | diagnosis = Series memory, spellin, veesion, an readin test<ref name=NIH2015Diag/> | differential = [[Hearin problems|Hearin]] or [[veesion problems]], insufficient [[Readin eddication|teachin]]<ref name=Lancet2012/> | treatment = Adjustin teachin methods<ref name=ninds1/> | frequency = 3–7%<ref name=Lancet2012/><ref name=Koo2013/> }} '''Dyslexia''', forby kent as '''wird blindness''', is a [[learnin disabeelity]] that affecks either readin or writin. Different fowk are affeckit tae different degrees. Problems mey include difficulties in spellin wirds, readin quickly, writin wirds, "soondin oot" wirds [[Subvocalisation|in the heid]], pronouncin wirds whan readin alood an unnerstaundin whit ane reads. Aften thir difficulties are furst noticed at schuil. The difficulties are involuntary, an fowk wi this ail hae a normal desire tae learn. Fowk wi dyslexia hae heicher rates o [[attention deficit hyperactivity ail]] (ADHA), [[Developmental leid ail|developmental leid ails]], an [[Dyscalculia|difficulties wi nummers]]. Dyslexia is believed tae be caused bi the [[Gene–environment interaction|interaction]] o [[Genetics|genetic]] an environmental factors. Some cases rin in faimilies. Dyslexia that develops owin tae a [[traumatic harn injury]], [[stroke]], or [[dementia]] is whiles cried "acquired dyslexia" or '''alexia'''. The unnerlyin mechanisms o dyslexia result frae differences athin [[Leid processin in the harn|the harn's leid processin]]. Dyslexia is diagnosed throu a series o tests o memory, veesion, spellin, an readin skeels. Dyslexia is separate frae readin difficulties caused bi [[Hearin loss|hearin]] or [[Veesual impairment|veesion problems]] or bi insufficient [[Readin|teachin]] or opportunity tae learn. Treatment involves adjustin teachin methods tae meet the person's needs. Whiles nae curin the unnerlyin problem, it mey decrease the degree or impact o symptoms. Treatments targetin veesion are nae effective. Dyslexia is the maist common [[learnin disabeelity]] an occurs in aw areas o the warld. It affecks 3–7% o the population; houiver, up tae 20% o the general population mey hae some degree o symptoms. Whiles dyslexia is mair aften diagnosed in lads, this is pairtly exponed bi a sel-fulfillin [[Selection bias|referral bias]] amang teachers an professionals. It haes even been suggestit that the condeetion affecks men an wummen equally. Some believe that dyslexia is best considered as a different wey o learnin, wit baith benefits an dounsides. == Clessification == Dyslexia is dividit intae developmental an acquired forms. Acquired dyslexia occurs subsequent tae neurological insult, sic as [[traumatic harn injury]] or [[stroke]]. Fowk wi acquired dyslexia exhibit some o the signs or symptoms o the developmental ail, bit require different assessment strategies an treatment approaches. ''Pure alexia'', forby kent as ''agnosic alexia'' or ''pure wird blindness'', is ane form o [[Alexia (condeetion)|alexia]] that maks up "the peripheral dyslexia" group. == Signs an symptoms == In early bairnheid, symptoms that correlate wi a later diagnosis o dyslexia include [[Speech delay|delayed onset o speech]] an a lack o [[phonological awareness]]. A common meeth closely associates dyslexia wi [[mirror writin]] an readin letters or wirds backwards. Thir behaviours are seen in mony bairn as thay learn tae read an write, an are nae considered tae be definin chairactereestics o dyslexia. Schuil-age bairn wi dyslexia mey exhibit signs o difficulty in identifyin or generatin rhymin wirds, or coontin the nummer o seellables in wirds—baith o that depend on phonological awareness. Thay mey forby shaw difficulty in segmentin wirds intae individual soonds (sic as soondin oot the three soonds o ''k'', ''a'', an ''t'' in ''cat'') or mey struggle tae blend soonds, indicatin reduced [[phonemic awareness]]. Difficulties wi wird retrieval or namin things is associatit wi dyslexia an aa. Fowk wi dyslexia are commonly puir spellers, a featur whiles cried ''dysorthographia'' or ''[[dysgraphia]]'', that depends on the skeel o [[Orthography|orthographic codin]]. Problems persist intae adolescence an adultheid an mey include difficulties wi summarising stories, memorisation, readin alood, or learnin foreign leids. Adults wi dyslexia can aften read wi guid comprehension, thou thay tend tae read mair slawly nor ithers wioot a learnin difficulty an perform worse in spellin tests or whan readin nonsense wirds—a measure o phonological awareness. === Associatit condeetions === Dyslexia aften co-occurs wi ither learnin ails, bit the raisons fur this comorbidity hae nae been clearly identifee'd. Thir associatit disabeelities include: ; [[Dysgraphia]] : A ail involvin difficulties wi writin or typin, whiles owin tae problems wi [[Haund–ee coordination|ee–haund coordination]]; it can impede direction- or sequence-orientit processes an aa, sic as tyin knots or carryin oot repetitive tasks. In dyslexia, dysgraphia is aften multifactorial, owin tae impaired letter-writin [[automaticity]], organisational an elaborative difficulties, an impaired veesual wird formin, that maks it mair difficult tae retrieve the veesual pictur o wirds required fur spellin. ; [[Attention deficit hyperactivity ail]] : A ail chairacterised bi problems sustainin attention, hyperactivity, or actin impulsively. Dyslexia an ADHA commonly occur thegither. Approximately 15% or 12–24% o fowk wi dyslexia hae ADHA; an up tae 35% o fowk wi ADHA hae dyslexia. ; [[Auditory processin ail]] : A listenin ail that affecks the abeelity tae process auditory information. This can lead tae problems wi [[Echoic memory|auditory memory]] an auditory [[Sequence learnin|sequencin]]. Mony fowk wi dyslexia hae auditory processin problems, an mey develop thair awn [[logographic cues]] tae compensate fur this teep o deficit. Some resairch suggests that auditory processin skeels coud be the primary shortfaw in dyslexia. ; [[Developmental coordination ail]] : A neurological condeetion chairacterised bi difficulty in carryin oot routine tasks involvin balance, fine-[[motor control]] an [[Proprioception|kinesthetic]] coordination; difficulty in the uise o speech soonds; an problems wi [[short-term memory]] an organisation. == Causes == [[File:Inferior parietal lobule - superior view animation.gif|thumb|300px| Inferior parietal lobule – superior view animation]] Resairchers hae been tryin tae find the neurobiological basis o dyslexia syne the condeetion wis furst identifee'd in 1881. Fur ensaumple, some hae tree'd tae associate the common problem amang fowk wi dyslexia o nae bein able tae see letters clearly tae abnormal development o thair veesual nerve cells. === Neuroanatomy === [[Neuroeemagin]] techniques, sic as [[functional magnetic resonance eemagin]] (fMRI) an [[positron emission tomography]] (PET), hae shawn a correlation atween baith functional an structural differences in the harns o bairn wi readin difficulties. Some fowk wi dyslexia shaw less activation in pairts o the [[Lateralisation o harn function|left hemisphere]] o the harn involvit wi readin, sic as the [[inferior frontal gyrus]], [[inferior parietal lobule]], an the middle an [[Brodmann area 20|ventral temporal cortex]]. Meta-analyses o fMRI studies hae foond unner-activation whaur the [[Temporal lobe|temporal]] an [[Occipital lobe|occipital lobes]] meet in the left hemisphere in dyslexic subjecks (includin the [[veesual wird form area]]). Ower the past decade, harn activation studies uisin PET tae study leid hae produced a breakthrou in the unnerstaundin o the neural basis o leid. Neural bases fur the veesual [[lexicon]] an fur auditory verbal [[short-term memory]] components hae been proponed, wi some implication that the observed neural manifestation o developmental dyslexia is task-speceefic (i.e., functional raither nor structural). fMRIs o fowk wi dyslexia indicate an interactive role o the [[cerebellum]] an cerebral cortex as weel as ither harn structurs in readin. The cerebellar theory o dyslexia propones that impairment o cerebellum-controlled muscle muivement affecks the formation o wirds bi the tongue and facial muscles, resultin in the [[fluency]] problems that some fowk wi dyslexia experience. The cerebellum is involvit in the [[Autonomic nervous seestem|automatisation]] o some tasks an aa, sic as readin. The fact that some bairn wi dyslexia hae motor task an balance impairments coud be conseestent wi a cerebellar role in thair readin difficulties. Houiver, the cerebellar theory haes nae been supportit bi controlled resairch studies. === Genetics === Resairch intae potential genetic causes o dyslexia haes its ruits in post-autopsy examination o the harns o fowk wi dyslexia. Observed anatomical differences in the [[Leid centre|leid centres]] o sic harns include microscopic [[Cerebral cortex|cortical]] malformations kent as ectopias, an mair rarely, [[Bluid veshel|vascular]] micro-malformations, an [[microgyrus]]—a smawer nor uisual size fur the gyrus. The previously citit studies an ithers suggest that abnormal cortical development, presumed tae occur afore or durin the saxt month o [[Fetus|fetal]] harn development, mey have caused the abnormalities. Abnormal cell formations in fowk wi dyslexia hae forby been reportit in non-leid cerebral an subcortical harn structurs. Mony genes hae been associatit wi dyslexia, includin [[DCDC2]] an [[Dyslexia-associatit protein|KIAA0319]] on [[chromosome 6]], an [[DYX1C1]] on [[chromosome 15]]. === Gene–environment interaction === The contreibution o [[gene–environment interaction]] tae [[Readin disabeelity|readin (dis)abeelity]], that estimates the proportion o variance (the differences in readin abeelity across individuals) attributable tae environmental an genetic factors, haes been studied extensively bi comparin sets o [[Twin|identical twins]] an [[Twin|fraternal twins]]. Sic twin studies shaw that baith environmental an genetic influences contreibute tae readin development, wi thir twa influences' kin impact varyin bi contex. Fur ensaumple, parental eddication haes been foond tae moderate genetic influences on readin (dis)abeelity, an teacher quality can moderate genetic effecks on early readin abeelity. Mairower, in mair supportive environments, genetic risk factors accoont fur a lairger proportion o the variation in dyslexia. This occurs acause reducin environmental risks—throu heich-quality instruction an supportive caregiein—lowers environmental differences, makin genetic effecks easier tae detect. If environmental risk factors are reduced wi guid teachin an a supportin caregier environment, genetic risk factors mey pley a muckler role in exponin why some fowk hae dyslexia acause the genetic effeck is easier tae detect gien that muckle environmental noise is [[Bracketin (phenomenology)|bracketed-oot]]. As environment pleys a lairge role in learnin an memory, it is likly that [[Epigenetics|epigenetic]] modifications pley an important role in readin abeelity. Measures o [[gene expression]], [[Histone|histone modifications]], an [[methylation]] in the bodie periphery are uised tae study epigenetic processes; houiver, aw o thir hae leemitations in the extrapolation o results fur application tae the bodie harn. ==== Leid ==== The [[Orthographic depth|orthographic complexity]] o a leid directly affecks hou difficult it is tae learn tae read it. Inglis an French hae comparatively "deep" [[Phonemic orthography|phonemic orthographies]] athin the [[Laitin alphabet]] [[writin seestem]], wi complex structurs employin spellin patterns on mony levels: letter-soond correspondence, seellables, an [[Morpheme|morphemes]]. Leids sic as Spainish, Italian an Finnish primarily employ letter-soond correspondence—sae-cried "shallae" orthographies—that maks thaim easier tae learn fur fowk wi dyslexia. [[Logogram|Logographic]] writin seestems, sic as [[Cheenese chairacter|Cheenese chairacters]], hae extensive seembol uise, an thir pose problems fur dyslexic learners an aa. ==Pathophysiology== [[File:Gray733.png|thumb|140px|Corpus callosum view, front pairt at tap o eemage]] Fur maist fowk wha are richt-haund dominant, the left hemisphere o thair harn is mair specialised fur [[Lateralisation o harn function|leid processin]]. Wi regard tae the mechanism o dyslexia, fMRI studies suggest that this specialisation is less pronounced or absent in fowk wi dyslexia. In ither studies, dyslexia is correlatit wi anatomical differences in the [[corpus callosum]], the bundle o nerve fibers that connects the left an richt hemispheres. Data via diffusion tensor MRI indicate chynges in connectivity or in gray maiter density in areas relatit tae readin an leid. Finally, the left [[inferior frontal gyrus]] haes shawn differences in phonological processin in fowk wi dyslexia. Neurophysiological an eemagin procedures are bein uised tae ascertain phenotypic chairactereestics in fowk wi dyslexia, thus identifyin the effecks o dyslexia-relatit genes. === Dual route theory === The dual-route theory o readin alood wis furst descrieved in the early 1970s. This theory suggests that twa separate mental mechanisms, or cognitive routes, are involvit in readin alood. Ane mechanism is the lexical route, that is the process whaurbi skeelt readers can recognise kent wirds bi sicht alane, throu a "dictionary" leukup procedure. The ither mechanism is the nonlexical or sublexical route, that is the process whaurbi the reader can "soond oot" a written wird. This is duin bi identifyin the wird's constituent pairts (letters, phonemes, graphemes) an applyin knawledge o hou thir pairts are associatit wi ilka ither — fur ensaumple, hou a string o neebourin letters soond thegither. The dual-route seestem coud expone the different rates o dyslexia occurrence atween different leids (e.g., the consistency o phonological rules in the Spainish leid coud accoont fur the fact that Spainish-speakin bairn shaw a heicher level o performance in non-wird readin, whan compared tae Inglis-speakers). == Diagnosis == Dyslexia is a heterogeneous, dimensional learnin ail that impairs accurate an fluent wird readin an spellin. Teepical—but nae universal—featurs include difficulties wi phonological awareness, inefficient an aften inaccurate processin o soonds in oral leid (''phonological processin''), an verbal wirkin memory deficits. Dyslexia is a neurodevelopmental ail, subcategorisit in diagnostic guides as a ''learnin'' ''ail wi impairment in readin'' (ICD-11 prefixes "developmental" tae "learnin ail"; DSM-5 uises "speceefic"). Dyslexia is nae a problem wi intelligence. Emotional problems aften arise seicontary tae learnin difficulties. The National Institute of Neurological Disorders and Stroke descrieves dyslexia as "difficulty wi phonological processin (the manipulation o soonds), spellin, an/or rapid veesual-verbal respondin". The Breetish Dyslexia Association defines dyslexia as "a learnin difficulty that maistly affecks the skeels involvit in accurate an fluent wird readin an spellin" an is chairacterised bi "difficulties in phonological awareness, verbal memory an verbal processin speed". ''Phonological awareness'' enables ane tae identify, discriminate, mynd (wirkin memory), an mentally manipulate the soond structurs o leid—phonemes, onsteid-rime segments, seellables, an wirds. === Assessment === The follaein can be duin tae assess fur dyslexia: Apply a multidisciplinary team approach involvin the bairn's parent(s) an teacher(s), schuil psychologist, pediatrician, an, as appropriate, speech an leid pathologist (speech therapist), an occupational therapist. Gain faimiliarity wi teepical ages bairn reach mony general developmental milestanes, an domain-speceefic milestanes, sic as phonological awareness (recognisin rhymin wirds; identifyin the initial soonds in wirds). Dinna rely on tests exclusively. Carefu observation o the bairn in the schuil an hame environments, an sensitive, comprehensive parental interviews are juist as important as tests. Leuk at the empirically supportit repone tae intervention (RTI) approach, that "... involves monitorin the progress o a group o bairn throu a programme o intervention raither nor unnertakin a static assessment o thair current skeels. Bairn wi the maist need are thaim wha fail tae respond tae effective teachin, an thay are readily identifee'd uisin this approach." ==== Assessment tests ==== Thare is a wide range o tests that are uised in clinical an eddicational settins tae evaluate the possibility o dyslexia. If initial testin suggests that a person micht hae dyslexia, sic tests are aften follaed up wi a fou diagnostic assessment tae determine the extent an naitur o the ail. Some tests can be admeenistered bi a teacher or computer; ithers require specialised trainin an are gien bi psychologists. Some test results indicate hou tae carry oot teachin strategies. Acause a variety o different cognitive, behavioural, emotional, an environmental factors aw coud contreibute tae difficulty learnin tae read, a comprehensive evaluation shoud consider thir different possibilities. Thir tests an observations can include: * General meisurs o cognitive abeelity, sic as the Wechsler Intelligence Scale fur Bairn, Woodcock-Johnson Tests o Cognitive Abeelities, or Stanford-Binet Intelligence Scales. Low general cognitive abeelity wad mak readin mair difficult. Cognitive abeelity meisurs aften try tae meisur different cognitive processes an aa, sic as verbal abeelity, nonverbal an spatial raisonin, wirkin memory, an processin speed. Thare are different versions o thir tests fur different age groups. Awmaist aw o thir require addeetional trainin tae gie an score correctly, an are duin bi psychologists. Accordin tae Mather an Schneider (2015), a confirmatory profile an/or pattern o scores on cognitive tests confirmin or rulin-oot readin ail haes nae yit been identifee'd. * Screenin or evaluation fur mental heal condeetions: Parents an teachers can complete ratin scales or behaviour checkleets tae gaither information aboot emotional an behavioural functionin fur yunger fowk. Mony checkleets hae seemilar versions fur parents, teachers, an yunger fowk auld eneuch tae read raisonably weel (aften 11 years an aulder) tae complete. Ensaumples include the Behavioural Assessment Seestem fur Bairn, an the Strenths an Difficulties Questionnaire. Aw o thir hae naitionally representative norms, makin it possible tae compare the level o symptoms tae whit wad be teepical fur the yunger person's age an biological sex. Ither checkleets link mair speceefically tae psychiatric diagnoses, sic as the Vanderbilt ADHD Ratin Scales or the Screen fur Bairn Anxiety Relatit Emotional Ail (SBAREA). Screenin uises brief tuils that are designed tae catch cases wi a ail, but thay aften get false positive scores fur fowk wha dae nae hae the ail. Screeners shoud be follaed up bi a mair accurate test or diagnostic interview as a result. Depressive ails an anxiety ails are two-three times heicher in fowk wi dyslexia, an attention-deficit/hyperactivity ail is mair common, as weel. * Review o academic achievement an skeels: Average spellin/readin abeelity fur a dyslexic is a percentage rankin <16, weel belaw normal. In addeetion tae reviewin grades an teacher notes, staundardised test results are helpfu in evaluatin progress. Thir include group admeenistered tests, sic as the Iowa Tests o Eddicational Development, that a teacher mey gie tae a group or hale clessruim o yunger fowk at the same time. Thay coud include individually admeenistered tests o achievement an aa, sic as the Wide Range Achievement Test, or the Woodcock-Johnson (that includes a set o achievement tests an aa). The individually admeenistered tests again require mair specialised trainin. == Screenin == Screenin procedures seek tae identify bairn wha shaw signs o possible dyslexia. In the preschuil years, a faimily history o dyslexia, pairticulairly in biological parents an siblins, predicts an eventual dyslexia diagnosis better nor ony test. In primary schuil (ages 5–7), the ideal screenin procedure consists o trainin primary schuil teachers tae carefully observe an record thair pupils' progress throu the phonics curriculum, an tharebi identify bairn progressin slawly. Whan teachers identify sic students thay can supplement thair observations wi screenin tests sic as the ''Phonics screenin check'' uised bi Unitit Kinrick schuils durin Year 1. In the medical settin, bairn an adolescent psychiatrist M. S. Thambirajah emphasises that "[g]ien the heich prevalence o developmental ails in schuil-aged bairn, aw bairn seen in clinics shoud be seestematically screened fur developmental ails irrespective o the presentin problem/s." Thambirajah recommends screenin fur developmental ails, includin dyslexia, bi conductin a brief developmental history, a preliminary psychosocial developmental examination, an obtainin a schuil report regardin academic an social functionin. == Management == Throu the uise o compensation strategies, therapy an eddicational support, individuals wi dyslexia can learn tae read an write. Thare are techniques an technical aids that help tae manage or conceal symptoms o the ail. Reducin stress an anxiety can whiles impruive written comprehension. Fur dyslexia intervention wi alphabet-writin seestems, the fundamental aim is tae increase a bairn's awareness o correspondences atween graphemes (letters) an phonemes (soonds), an tae relate thir tae readin an spellin bi teaching hou soonds blend intae wirds. Reinforced collateral trainin focused on readin an spellin mey yield langer-lastin gains nor oral phonological trainin alane. Early intervention can be successfu in reducin readin failur. Resairch daes nae suggest that specially-tailored fonts (sic as Dyslexie an OpenDyslexic) help wi readin. In experiments, a mair signeeficant difference in readin performance wis driven bi interline spacin, an the difference wis nae signeeficant ance variables sic as interline spacin an x-hicht wis normalised atween the candidate fonts. Bairn wi dyslexia read tex set in a regular font sic as Times New Roman an Arial juist as quickly, an thay shaw a preference fur regular fonts ower specially-tailored fonts. Some resairch haes pyntit tae increased letter-spacin bein beneficial. Thare is currently nae evidence shawin that muisic eddication signeeficantly impruives the readin skeels o adolescents wi dyslexia. == Prognosis == Dyslexic bairn require special instruction fur wird analysis an spellin frae an early age. The prognosis, generally speakin, is positive fur individuals wha are identifee'd in bairnheid an receive support frae freends an faimily. The New York eddicational seestem (NYED) indicates "a daily uninterruptit 90-meenit block o instruction in readin" an "instruction in phonemic awareness, phonics, vocabulary development, readin fluency" sae as tae impruive the individual's readin abeelity. == Epidemiology == The prevalence o dyslexia is unkent, but it haes been estimatit tae be as low as 5% an as heich as 17% o the population. Dyslexia is diagnosed mair aften in males. Thare are different defineetions o dyslexia uised throuoot the warld. Further, differences in writin seestems mey affeck development o written leid abeelity owin tae the interpley atween auditory an written representations o phonemes. Dyslexia is nae limitit tae difficulty in convertin letters tae soonds, an Cheenese fowk wi dyslexia mey hae difficulty convertin Cheenese chairacters intae thair meanins. The Cheenese vocabulary uises logographic, monographic, non-alphabet writin whaur ane chairacter can represent an individual phoneme. The phonological-processin hypothesis attempts tae expone why dyslexia occurs in a wide variety o leids. Furthermair, the relationship atween phonological capacity an readin appears tae be influenced bi orthography. == History == Dyslexia wis clinically descrieved bi Oswald Berkhan in 1881, but the term ''dyslexia'' wis coined in 1883 bi Rudolf Berlin, an ophthalmologist in Stuttgart. He uised the term tae refer tae the case o a yung lad wha haed severe difficulty learnin tae read an write, in maugre o shawin teepical intelligence an pheesical abeelities in aw ither respects. In 1896, W. Pringle Morgan, a Breetish physeecian frae Seaford, East Sussex, published a description o a readin-speceefic learnin ail in a report tae the ''British Medical Journal'' titled "Congenital Word Blindness". The distinction atween phonological versus surface teeps o dyslexia is anly descriptive, an wioot ony etiological assumption as tae the unnerlyin harn mechanisms. Houiver, studies hae alludit tae potential differences owin tae variation in performance. Ower time, the consensus haes chynged frae an intelligence-based model tae an age-based model fur dyslexia . == Society an cultur == As is the case wi ony ail, society aften maks an assessment based on incomplete information. Afore the 1980s, dyslexia wis thoucht tae be a consequence o eddication, raither nor a neurological disabeelity. As a result, society aften misjudges thaim wi the ail. Thare is whiles a wirkplace stigma an negative attitude towards thir wi dyslexia an aa. If the instructors o a person wi dyslexia lack the necessary trainin tae support a bairn wi the condeetion, thare is aften a negative effeck on the student's learnin pairteecipation. Syne at least the 1960s in the UK, the bairn diagnosed wi developmental dyslexia hae consistently been frae privileged faimilies. Awthou hauf o preesoners in the UK hae signeeficant readin difficulties, gey few hae iver been evaluatit fur dyslexia. Access tae some special eddicational resoorces an fundin is contingent upon haein a diagnosis o dyslexia. As a result, whan Staffordshire an Warwickshire proponed in 2018 tae teach readin tae aw bairn wi readin difficulties, uisin techniques proven tae be successfu fur maist bairn wi a diagnosis o dyslexia, wioot furst requirin the faimilies tae obteen an offeecial diagnosis, dyslexia advocates an parents o bairn wi dyslexia wur fearfu that thay wur losin a privileged status. === Stigma an success === Owin tae the mony cognitive processes that dyslexia affecks an the owerwhelmin societal stigma athort the disabeelity, individuals wi dyslexia aften employ behaviours o sel-stigma an perfectionistic sel-presentation in order tae cope wi thair disabeelity. The perfectionist sel-presentation is whan an individual attempts tae present thaimsels as the perfect ideal eemage an hides ony imperfections. This behaviour presents serious risk as it aften results in mental heal issues an refusal tae seek help fur thair disabeelity. == Resairch == [[File:Writing Systems Template Image.svg|thumb|120px|Writin seestems]] Maist dyslexia resairch relates tae alphabetic writin seestems, an inspecially tae European leids. Houiver, substantial resairch is forby available regardin fowk wi dyslexia wha spik Arabic, Cheenese, Hebrew, or ither leids. The ootward expression o individuals wi readin disabeelity, an regular peer readers, is the same in sum respects. == See an aw == * Dyscalculia, difficulty comprehendin nummers an math * Learnin tae read * Orton-Gillingham * Structured literacy * Leet o fowk wi dyslexia == References == {{Reflist}} == Further readin == {{refbegin|30em}} * {{cite journal | vauthors = Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L | title = Neuroanatomy of developmental dyslexia: Pitfalls and promise | journal = Neuroscience and Biobehavioral Reviews | volume = 84 | pages = 434–452 | date = January 2018 | pmid = 28797557 | doi = 10.1016/j.neubiorev.2017.08.001 | s2cid = 33176236 }} * {{cite book|url=https://books.google.com/books?id=wMR4AgAAQBAJ&pg=PP1|title=Dyslexia, Reading and the Brain: A Sourcebook of Psychological and Biological Research|first = Alan | last = Beaton |date=14 October 2004|publisher=Psychology Press|isbn=978-1-135-42275-2}} * {{cite book|url=https://books.google.com/books?id=8OywcklCBPkC&pg=PP1|title=Fifty Years in Dyslexia Research| first = Thomas Richard | last = Miles |date=4 August 2006|publisher=Wiley|isbn=978-0-470-02747-9|author-link=Thomas Richard Miles}} * {{cite book|url=https://books.google.com/books?id=szJZ1LDQv7YC&pg=PP1|title=Dyslexia in Context: Research, Policy and Practice| vauthors = Reid G, Fawcett A |date=12 May 2008|publisher=John Wiley & Sons|isbn=978-0-470-77801-2}} * {{cite book|url=https://books.google.com/books?id=7Jbvue2kNdYC&pg=PP1|title=The Psychology of Dyslexia: A Handbook for Teachers with Case Studies|first = Michael | last = Thomson |date=18 March 2009|publisher=John Wiley & Sons|isbn=978-0-470-74197-9}} * {{cite book|url=https://books.google.com/books?id=EFh4kCrMbK4C&pg=PP1|title=Dyslexia| first = Gavin | last = Reid |date=17 March 2011|publisher=A&C Black|isbn=978-1-4411-6585-5|edition=3}} * {{cite book|url=https://books.google.com/books?id=K2xdsMJ1MWgC&pg=PP1|title=Dyslexia and Other Learning Difficulties| first = Mark | last = Selikowitz |date=2 July 2012|publisher=Oxford University Press|isbn=978-0-19-969177-7}} * {{cite book|url=https://books.google.com/books?id=EgXsAgAAQBAJ&pg=PP1|title=Reading, Writing and Dyslexia: A Cognitive Analysis| first = Andrew W. | last = Ellis |date=25 February 2014|publisher=Psychology Press|isbn=978-1-317-71630-3}} * {{cite book|url=https://books.google.com/books?id=4lz2AgAAQBAJ&pg=PP1|title=The Dyslexia Debate| vauthors = Elliott JG, Grigorenko EL |date=24 March 2014|publisher=Cambridge University Press|isbn=978-0-521-11986-3|author-link=Julian Elliott}} * {{cite book|url=https://books.google.com/books?id=oXe6BAAAQBAJ&pg=PP1|title=Dyslexia and Us: A collection of personal stories|last1=Agnew|first1=Susie|last2=Stewart|first2=Jackie|last3=Redgrave|first3=Steve|date=8 October 2014|publisher=Andrews UK Limited|isbn=978-1-78333-250-2 }} * {{cite journal | vauthors = Norton ES, Beach SD, Gabrieli JD | title = Neurobiology of dyslexia | journal = Current Opinion in Neurobiology | volume = 30 | pages = 73–8 | date = February 2015 | pmid = 25290881 | pmc = 4293303 | doi = 10.1016/j.conb.2014.09.007 | hdl = 1721.1/102416 }} * {{cite journal | vauthors = Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A | title = Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children | journal = Frontiers in Neuroscience | volume = 10 | page = 324 | year = 2016 | pmid = 27471442 | doi = 10.3389/fnins.2016.00324 | pmc = 4945653 | doi-access = free }} * {{cite journal | vauthors = Shao S, Niu Y, Zhang X, Kong R, Wang J, Liu L, Luo X, Zhang J, Song R | title = Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population | journal = Scientific Reports | volume = 6 | article-number = 30454 | date = July 2016 | pmid = 27464509 | pmc = 4964335 | doi = 10.1038/srep30454 | bibcode = 2016NatSR...630454S }} * {{cite journal | vauthors = Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR | title = Heritability of non-speech auditory processing skills | journal = European Journal of Human Genetics | volume = 24 | issue = 8 | pages = 1137–44 | date = August 2016 | pmid = 26883091 | pmc = 4872837 | doi = 10.1038/ejhg.2015.277 }} * {{cite journal | vauthors = Mascheretti S, De Luca A, Trezzi V, Peruzzo D, Nordio A, Marino C, Arrigoni F | title = Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | journal = Translational Psychiatry | volume = 7 | issue = 1 | pages = e987 | date = January 2017 | pmid = 28045463 | pmc = 5545717 | doi = 10.1038/tp.2016.240 }} * {{cite journal | vauthors = Fraga González G, Žarić G, Tijms J, Bonte M, van der Molen MW | title = Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies | journal = Brain Sciences | volume = 7 | issue = 1 | page = 10 | date = January 2017 | pmid = 28106790 | pmc = 5297299 | doi = 10.3390/brainsci7010010 | doi-access = free }} * {{cite journal | vauthors = Rudov A, Rocchi MB, Accorsi A, Spada G, Procopio AD, Olivieri F, Rippo MR, Albertini MC | title = Putative miRNAs for the diagnosis of dyslexia, dyspraxia, and specific language impairment | journal = Epigenetics | volume = 8 | issue = 10 | pages = 1023–9 | date = October 2013 | pmid = 23949389 | pmc = 3891682 | doi = 10.4161/epi.26026 }} * {{cite journal | vauthors = Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC | title = A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects | journal = Frontiers in Psychology | volume = 7 | page = 1617 | year = 2016 | pmid = 27891100 | pmc = 5102880 | doi = 10.3389/fpsyg.2016.01617 | doi-access = free }} {{refend}} == Fremmit airtins == {{sister project links|d=Q132971|q=no|c=category:Dyslexia|n=no|b=no|v=no|voy=no|m=no|mw=no|wikt=no|s=no|species=no}} {{Library resources box|by=no|onlinebooks=no|about=yes|lcheading=dyslexia}} {{Authority control}} [[Category:Dyslexia| ]] [[Category:Leeteracy]] [[Category:Learnin tae read]] [[Category:Speceefic developmental ails]] [[Category:Readin (process)|*Dyslexia]] [[Category:Wikipaedia medicin airticles ready tae owerset]] [[Category:Wikipaedia neurology airticles ready tae owerset]] [[Category:Writin]] 45mcyuelksq20lkjk7pcqw98os9v506 916842 916841 2026-05-16T00:31:52Z Mr.Murdoch78 119895 916842 wikitext text/x-wiki {{Infobox medical condition (new) | name = Dyslexia | synonyms = Readin ail | image = File:Dislexia nens.jpg | caption = Dyslexia involves difficulties in processin letters an wirds. | pronounce = {{IPAc-en|d|ɪ|s|ˈ|l|ɛ|k|s|i|ə|audio=LL-Q1860 (eng)-Flame, not lame-Dyslexia.wav}} {{respell|dis|LEK|see|ə}} | types = [[Surface dyslexia]] | field = [[Neurology]], [[pediatrics]] | symptoms = Trouble [[Readin (process)|readin]]<ref name="ninds1"/> | onset = Schuil age<ref name=Lancet2012/> | causes = [[Genetics|Genetic]] an environmental factors<ref name=Lancet2012 /> | risks = Faimily history, [[attention deficit hyperactivity ail]]<ref name=NIH2014Def/> | diagnosis = Series memory, spellin, veesion, an readin test<ref name=NIH2015Diag/> | differential = [[Hearin problems|Hearin]] or [[veesion problems]], insufficient [[Readin eddication|teachin]]<ref name=Lancet2012/> | treatment = Adjustin teachin methods<ref name=ninds1/> | frequency = 3–7%<ref name=Lancet2012/><ref name=Koo2013/> }} '''Dyslexia''', forby kent as '''wird blindness''', is a [[learnin disabeelity]] that affecks either readin or writin. Different fowk are affeckit tae different degrees. Problems mey include difficulties in spellin wirds, readin quickly, writin wirds, "soondin oot" wirds [[Subvocalisation|in the heid]], pronouncin wirds whan readin alood an unnerstaundin whit ane reads. Aften thir difficulties are furst noticed at schuil. The difficulties are involuntary, an fowk wi this ail hae a normal desire tae learn. Fowk wi dyslexia hae heicher rates o [[attention deficit hyperactivity ail]] (ADHA), [[Developmental leid ail|developmental leid ails]], an [[Dyscalculia|difficulties wi nummers]]. Dyslexia is believed tae be caused bi the [[Gene–environment interaction|interaction]] o [[Genetics|genetic]] an environmental factors. Some cases rin in faimilies. Dyslexia that develops owin tae a [[traumatic harn injury]], [[stroke]], or [[dementia]] is whiles cried "acquired dyslexia" or '''alexia'''. The unnerlyin mechanisms o dyslexia result frae differences athin [[Leid processin in the harn|the harn's leid processin]]. Dyslexia is diagnosed throu a series o tests o memory, veesion, spellin, an readin skeels. Dyslexia is separate frae readin difficulties caused bi [[Hearin loss|hearin]] or [[Veesual impairment|veesion problems]] or bi insufficient [[Readin|teachin]] or opportunity tae learn. Treatment involves adjustin teachin methods tae meet the person's needs. Whiles nae curin the unnerlyin problem, it mey decrease the degree or impact o symptoms. Treatments targetin veesion are nae effective. Dyslexia is the maist common [[learnin disabeelity]] an occurs in aw areas o the warld. It affecks 3–7% o the population; houiver, up tae 20% o the general population mey hae some degree o symptoms. Whiles dyslexia is mair aften diagnosed in lads, this is pairtly exponed bi a sel-fulfillin [[Selection bias|referral bias]] amang teachers an professionals. It haes even been suggestit that the condeetion affecks men an wummen equally. Some believe that dyslexia is best considered as a different wey o learnin, wit baith benefits an dounsides. == Clessification == Dyslexia is dividit intae developmental an acquired forms. Acquired dyslexia occurs subsequent tae neurological insult, sic as [[traumatic harn injury]] or [[stroke]]. Fowk wi acquired dyslexia exhibit some o the signs or symptoms o the developmental ail, bit require different assessment strategies an treatment approaches. ''Pure alexia'', forby kent as ''agnosic alexia'' or ''pure wird blindness'', is ane form o [[Alexia (condeetion)|alexia]] that maks up "the peripheral dyslexia" group. == Signs an symptoms == In early bairnheid, symptoms that correlate wi a later diagnosis o dyslexia include [[Speech delay|delayed onset o speech]] an a lack o [[phonological awareness]]. A common meeth closely associates dyslexia wi [[mirror writin]] an readin letters or wirds backwards. Thir behaviours are seen in mony bairn as thay learn tae read an write, an are nae considered tae be definin chairactereestics o dyslexia. Schuil-age bairn wi dyslexia mey exhibit signs o difficulty in identifyin or generatin rhymin wirds, or coontin the nummer o seellables in wirds—baith o that depend on phonological awareness. Thay mey forby shaw difficulty in segmentin wirds intae individual soonds (sic as soondin oot the three soonds o ''k'', ''a'', an ''t'' in ''cat'') or mey struggle tae blend soonds, indicatin reduced [[phonemic awareness]]. Difficulties wi wird retrieval or namin things is associatit wi dyslexia an aa. Fowk wi dyslexia are commonly puir spellers, a featur whiles cried ''dysorthographia'' or ''[[dysgraphia]]'', that depends on the skeel o [[Orthography|orthographic codin]]. Problems persist intae adolescence an adultheid an mey include difficulties wi summarising stories, memorisation, readin alood, or learnin foreign leids. Adults wi dyslexia can aften read wi guid comprehension, thou thay tend tae read mair slawly nor ithers wioot a learnin difficulty an perform worse in spellin tests or whan readin nonsense wirds—a measure o phonological awareness. === Associatit condeetions === Dyslexia aften co-occurs wi ither learnin ails, bit the raisons fur this comorbidity hae nae been clearly identifee'd. Thir associatit disabeelities include: ; [[Dysgraphia]] : A ail involvin difficulties wi writin or typin, whiles owin tae problems wi [[Haund–ee coordination|ee–haund coordination]]; it can impede direction- or sequence-orientit processes an aa, sic as tyin knots or carryin oot repetitive tasks. In dyslexia, dysgraphia is aften multifactorial, owin tae impaired letter-writin [[automaticity]], organisational an elaborative difficulties, an impaired veesual wird formin, that maks it mair difficult tae retrieve the veesual pictur o wirds required fur spellin. ; [[Attention deficit hyperactivity ail]] : A ail chairacterised bi problems sustainin attention, hyperactivity, or actin impulsively. Dyslexia an ADHA commonly occur thegither. Approximately 15% or 12–24% o fowk wi dyslexia hae ADHA; an up tae 35% o fowk wi ADHA hae dyslexia. ; [[Auditory processin ail]] : A listenin ail that affecks the abeelity tae process auditory information. This can lead tae problems wi [[Echoic memory|auditory memory]] an auditory [[Sequence learnin|sequencin]]. Mony fowk wi dyslexia hae auditory processin problems, an mey develop thair awn [[logographic cues]] tae compensate fur this teep o deficit. Some resairch suggests that auditory processin skeels coud be the primary shortfaw in dyslexia. ; [[Developmental coordination ail]] : A neurological condeetion chairacterised bi difficulty in carryin oot routine tasks involvin balance, fine-[[motor control]] an [[Proprioception|kinesthetic]] coordination; difficulty in the uise o speech soonds; an problems wi [[short-term memory]] an organisation. == Causes == [[File:Inferior parietal lobule - superior view animation.gif|thumb|300px| Inferior parietal lobule – superior view animation]] Resairchers hae been tryin tae find the neurobiological basis o dyslexia syne the condeetion wis furst identifee'd in 1881. Fur ensaumple, some hae tree'd tae associate the common problem amang fowk wi dyslexia o nae bein able tae see letters clearly tae abnormal development o thair veesual nerve cells. === Neuroanatomy === [[Neuroeemagin]] techniques, sic as [[functional magnetic resonance eemagin]] (fMRI) an [[positron emission tomography]] (PET), hae shawn a correlation atween baith functional an structural differences in the harns o bairn wi readin difficulties. Some fowk wi dyslexia shaw less activation in pairts o the [[Lateralisation o harn function|left hemisphere]] o the harn involvit wi readin, sic as the [[inferior frontal gyrus]], [[inferior parietal lobule]], an the middle an [[Brodmann area 20|ventral temporal cortex]]. Meta-analyses o fMRI studies hae foond unner-activation whaur the [[Temporal lobe|temporal]] an [[Occipital lobe|occipital lobes]] meet in the left hemisphere in dyslexic subjecks (includin the [[veesual wird form area]]). Ower the past decade, harn activation studies uisin PET tae study leid hae produced a breakthrou in the unnerstaundin o the neural basis o leid. Neural bases fur the veesual [[lexicon]] an fur auditory verbal [[short-term memory]] components hae been proponed, wi some implication that the observed neural manifestation o developmental dyslexia is task-speceefic (i.e., functional raither nor structural). fMRIs o fowk wi dyslexia indicate an interactive role o the [[cerebellum]] an cerebral cortex as weel as ither harn structurs in readin. The cerebellar theory o dyslexia propones that impairment o cerebellum-controlled muscle muivement affecks the formation o wirds bi the tongue and facial muscles, resultin in the [[fluency]] problems that some fowk wi dyslexia experience. The cerebellum is involvit in the [[Autonomic nervous seestem|automatisation]] o some tasks an aa, sic as readin. The fact that some bairn wi dyslexia hae motor task an balance impairments coud be conseestent wi a cerebellar role in thair readin difficulties. Houiver, the cerebellar theory haes nae been supportit bi controlled resairch studies. === Genetics === Resairch intae potential genetic causes o dyslexia haes its ruits in post-autopsy examination o the harns o fowk wi dyslexia. Observed anatomical differences in the [[Leid centre|leid centres]] o sic harns include microscopic [[Cerebral cortex|cortical]] malformations kent as ectopias, an mair rarely, [[Bluid veshel|vascular]] micro-malformations, an [[microgyrus]]—a smawer nor uisual size fur the gyrus. The previously citit studies an ithers suggest that abnormal cortical development, presumed tae occur afore or durin the saxt month o [[Fetus|fetal]] harn development, mey have caused the abnormalities. Abnormal cell formations in fowk wi dyslexia hae forby been reportit in non-leid cerebral an subcortical harn structurs. Mony genes hae been associatit wi dyslexia, includin [[DCDC2]] an [[Dyslexia-associatit protein|KIAA0319]] on [[chromosome 6]], an [[DYX1C1]] on [[chromosome 15]]. === Gene–environment interaction === The contreibution o [[gene–environment interaction]] tae [[Readin disabeelity|readin (dis)abeelity]], that estimates the proportion o variance (the differences in readin abeelity across individuals) attributable tae environmental an genetic factors, haes been studied extensively bi comparin sets o [[Twin|identical twins]] an [[Twin|fraternal twins]]. Sic twin studies shaw that baith environmental an genetic influences contreibute tae readin development, wi thir twa influences' kin impact varyin bi contex. Fur ensaumple, parental eddication haes been foond tae moderate genetic influences on readin (dis)abeelity, an teacher quality can moderate genetic effecks on early readin abeelity. Mairower, in mair supportive environments, genetic risk factors accoont fur a lairger proportion o the variation in dyslexia. This occurs acause reducin environmental risks—throu heich-quality instruction an supportive caregiein—lowers environmental differences, makin genetic effecks easier tae detect. If environmental risk factors are reduced wi guid teachin an a supportin caregier environment, genetic risk factors mey pley a muckler role in exponin why some fowk hae dyslexia acause the genetic effeck is easier tae detect gien that muckle environmental noise is [[Bracketin (phenomenology)|bracketed-oot]]. As environment pleys a lairge role in learnin an memory, it is likly that [[Epigenetics|epigenetic]] modifications pley an important role in readin abeelity. Measures o [[gene expression]], [[Histone|histone modifications]], an [[methylation]] in the bodie periphery are uised tae study epigenetic processes; houiver, aw o thir hae leemitations in the extrapolation o results fur application tae the bodie harn. ==== Leid ==== The [[Orthographic depth|orthographic complexity]] o a leid directly affecks hou difficult it is tae learn tae read it. Inglis an French hae comparatively "deep" [[Phonemic orthography|phonemic orthographies]] athin the [[Laitin alphabet]] [[writin seestem]], wi complex structurs employin spellin patterns on mony levels: letter-soond correspondence, seellables, an [[Morpheme|morphemes]]. Leids sic as Spainish, Italian an Finnish primarily employ letter-soond correspondence—sae-cried "shallae" orthographies—that maks thaim easier tae learn fur fowk wi dyslexia. [[Logogram|Logographic]] writin seestems, sic as [[Cheenese chairacter|Cheenese chairacters]], hae extensive seembol uise, an thir pose problems fur dyslexic learners an aa. ==Pathophysiology== [[File:Gray733.png|thumb|140px|Corpus callosum view, front pairt at tap o eemage]] Fur maist fowk wha are richt-haund dominant, the left hemisphere o thair harn is mair specialised fur [[Lateralisation o harn function|leid processin]]. Wi regard tae the mechanism o dyslexia, fMRI studies suggest that this specialisation is less pronounced or absent in fowk wi dyslexia. In ither studies, dyslexia is correlatit wi anatomical differences in the [[corpus callosum]], the bundle o nerve fibers that connects the left an richt hemispheres. Data via diffusion tensor MRI indicate chynges in connectivity or in gray maiter density in areas relatit tae readin an leid. Finally, the left [[inferior frontal gyrus]] haes shawn differences in phonological processin in fowk wi dyslexia. Neurophysiological an eemagin procedures are bein uised tae ascertain phenotypic chairactereestics in fowk wi dyslexia, thus identifyin the effecks o dyslexia-relatit genes. === Dual route theory === The dual-route theory o readin alood wis furst descrieved in the early 1970s. This theory suggests that twa separate mental mechanisms, or cognitive routes, are involvit in readin alood. Ane mechanism is the lexical route, that is the process whaurbi skeelt readers can recognise kent wirds bi sicht alane, throu a "dictionary" leukup procedure. The ither mechanism is the nonlexical or sublexical route, that is the process whaurbi the reader can "soond oot" a written wird. This is duin bi identifyin the wird's constituent pairts (letters, [[Phoneme|phonemes]], [[Grapheme|graphemes]]) an applyin knawledge o hou thir pairts are associatit wi ilka ither — fur ensaumple, hou a string o neebourin letters soond thegither. The dual-route seestem coud expone the different rates o dyslexia occurrence atween different leids (e.g., the consistency o phonological rules in the Spainish leid coud accoont fur the fact that Spainish-speakin bairn shaw a heicher level o performance in non-wird readin, whan compared tae Inglis-speakers). == Diagnosis == Dyslexia is a heterogeneous, dimensional learnin ail that impairs accurate an fluent wird readin an spellin. Teepical—but nae universal—featurs include difficulties wi phonological awareness, inefficient an aften inaccurate processin o soonds in oral leid (''phonological processin''), an verbal wirkin memory deficits. Dyslexia is a [[neurodevelopmental ail]], subcategorisit in diagnostic guides as a ''learnin'' ''ail wi impairment in readin'' (ICD-11 prefixes "developmental" tae "learnin ail"; DSM-5 uises "speceefic"). Dyslexia is nae a problem wi intelligence. [[Emotional an behavioural ails|Emotional problems]] aften arise seicontary tae learnin difficulties. The [[National Institute of Neurological Disorders and Stroke]] descrieves dyslexia as "difficulty wi phonological processin (the manipulation o soonds), spellin, an/or rapid veesual-verbal respondin". The Breetish Dyslexia Association defines dyslexia as "a learnin difficulty that maistly affecks the skeels involvit in accurate an fluent wird readin an spellin" an is chairacterised bi "difficulties in phonological awareness, verbal memory an verbal processin speed". ''Phonological awareness'' enables ane tae identify, discriminate, mynd ([[wirkin memory]]), an mentally manipulate the soond structurs o leid—[[Phoneme|phonemes]], onsteid-rime segments, seellables, an wirds. === Assessment === The follaein can be duin tae assess fur dyslexia: Apply a multidisciplinary team approach involvin the bairn's parent(s) an teacher(s), schuil psychologist, pediatrician, an, as appropriate, [[Speech–leid pathology|speech an leid pathologist (speech therapist)]], an [[Occupational therapy|occupational therapist]]. Gain faimiliarity wi teepical ages bairn reach mony general developmental milestanes, an domain-speceefic milestanes, sic as phonological awareness (recognisin rhymin wirds; identifyin the initial soonds in wirds). Dinna rely on tests exclusively. Carefu observation o the bairn in the schuil an hame environments, an sensitive, comprehensive parental interviews are juist as important as tests. Leuk at the empirically supportit [[repone tae intervention]] (RTI) approach, that "... involves monitorin the progress o a group o bairn throu a programme o intervention raither nor unnertakin a static assessment o thair current skeels. Bairn wi the maist need are thaim wha fail tae respond tae effective teachin, an thay are readily identifee'd uisin this approach." ==== Assessment tests ==== Thare is a wide range o tests that are uised in clinical an eddicational settins tae evaluate the possibility o dyslexia. If initial testin suggests that a person micht hae dyslexia, sic tests are aften follaed up wi a fou diagnostic assessment tae determine the extent an naitur o the ail. Some tests can be admeenistered bi a teacher or computer; ithers require specialised trainin an are gien bi psychologists. Some test results indicate hou tae carry oot teachin strategies. Acause a variety o different cognitive, behavioural, emotional, an environmental factors aw coud contreibute tae difficulty learnin tae read, a comprehensive evaluation shoud consider thir different possibilities. Thir tests an observations can include: * General meisurs o cognitive abeelity, sic as the [[Wechsler Intelligence Scale fur Bairn]], [[Woodcock-Johnson Tests o Cognitive Abeelities]], or [[Stanford-Binet Intelligence Scales]]. Low general cognitive abeelity wad mak readin mair difficult. Cognitive abeelity meisurs aften try tae meisur different cognitive processes an aa, sic as verbal abeelity, nonverbal an spatial raisonin, wirkin memory, an processin speed. Thare are different versions o thir tests fur different age groups. Awmaist aw o thir require addeetional trainin tae gie an score correctly, an are duin bi psychologists. Accordin tae Mather an Schneider (2015), a confirmatory profile an/or pattern o scores on cognitive tests confirmin or rulin-oot readin ail haes nae yit been identifee'd. * Screenin or evaluation fur mental heal condeetions: Parents an teachers can complete ratin scales or behaviour checkleets tae gaither information aboot emotional an behavioural functionin fur yunger fowk. Mony checkleets hae seemilar versions fur parents, teachers, an yunger fowk auld eneuch tae read raisonably weel (aften 11 years an aulder) tae complete. Ensaumples include the Behavioural Assessment Seestem fur Bairn, an the [[Strenths an Difficulties Questionnaire]]. Aw o thir hae naitionally representative norms, makin it possible tae compare the level o symptoms tae whit wad be teepical fur the yunger person's age an biological sex. Ither checkleets link mair speceefically tae psychiatric diagnoses, sic as the [[Vanderbilt ADHD Ratin Scales]] or the [[Screen fur bairn anxiety relatit ails|Screen fur Bairn Anxiety Relatit Emotional Ail]] (SBAREA). [[Screenin (medicin)|Screenin]] uises brief tuils that are designed tae catch cases wi a ail, but thay aften get false positive scores fur fowk wha dae nae hae the ail. Screeners shoud be follaed up bi a mair accurate test or diagnostic interview as a result. Depressive ails an anxiety ails are two-three times heicher in fowk wi dyslexia, an attention-deficit/hyperactivity ail is mair common, as weel. * Review o academic achievement an skeels: Average spellin/readin abeelity fur a dyslexic is a percentage rankin <16, weel belaw normal. In addeetion tae reviewin grades an teacher notes, staundardised test results are helpfu in evaluatin progress. Thir include group admeenistered tests, sic as the [[Iowa Tests o Eddicational Development]], that a teacher mey gie tae a group or hale clessruim o yunger fowk at the same time. Thay coud include individually admeenistered tests o achievement an aa, sic as the [[Wide Range Achievement Test]], or the [[Woodcock-Johnson Tests o Cognitive Abeelities|Woodcock-Johnson]] (that includes a set o achievement tests an aa). The individually admeenistered tests again require mair specialised trainin. == Screenin == Screenin procedures seek tae identify bairn wha shaw signs o possible dyslexia. In the preschuil years, a faimily history o dyslexia, pairticulairly in biological parents an siblins, predicts an eventual dyslexia diagnosis better nor ony test. In primary schuil (ages 5–7), the ideal screenin procedure consists o trainin primary schuil teachers tae carefully observe an record thair pupils' progress throu the phonics curriculum, an tharebi identify bairn progressin slawly. Whan teachers identify sic students thay can supplement thair observations wi screenin tests sic as the ''Phonics screenin check'' uised bi Unitit Kinrick schuils durin Year 1. In the medical settin, bairn an adolescent psychiatrist M. S. Thambirajah emphasises that "[g]ien the heich prevalence o developmental ails in schuil-aged bairn, aw bairn seen in clinics shoud be seestematically screened fur developmental ails irrespective o the presentin problem/s." Thambirajah recommends screenin fur developmental ails, includin dyslexia, bi conductin a brief developmental history, a preliminary psychosocial developmental examination, an obtainin a schuil report regardin academic an social functionin. == Management == Throu the uise o compensation strategies, therapy an eddicational support, individuals wi dyslexia can learn tae read an write. Thare are techniques an technical aids that help tae manage or conceal symptoms o the ail. Reducin stress an anxiety can whiles impruive written comprehension. Fur [[Management o dyslexia|dyslexia intervention]] wi alphabet-writin seestems, the fundamental aim is tae increase a bairn's awareness o correspondences atween [[Grapheme|graphemes]] (letters) an [[Phoneme|phonemes]] (soonds), an tae relate thir tae readin an spellin bi teaching hou soonds blend intae wirds. Reinforced collateral trainin focused on readin an spellin mey yield langer-lastin gains nor oral phonological trainin alane. Early intervention can be successfu in reducin readin failur. Resairch daes nae suggest that specially-tailored fonts (sic as [[Dyslexie]] an [[OpenDyslexic]]) help wi readin. In experiments, a mair signeeficant difference in readin performance wis driven bi [[Leadin|interline spacin]], an the difference wis nae signeeficant ance variables sic as interline spacin an [[x-hicht]] wis normalised atween the candidate fonts. Bairn wi dyslexia read tex set in a regular font sic as [[Times New Roman]] an [[Arial]] juist as quickly, an thay shaw a preference fur regular fonts ower specially-tailored fonts. Some resairch haes pyntit tae increased [[Letter spacin|letter-spacin]] bein beneficial. Thare is currently nae evidence shawin that muisic eddication signeeficantly impruives the readin skeels o adolescents wi dyslexia. == Prognosis == Dyslexic bairn require special instruction fur wird analysis an spellin frae an early age. The prognosis, generally speakin, is positive fur individuals wha are identifee'd in bairnheid an receive support frae freends an faimily. The New York eddicational seestem (NYED) indicates "a daily uninterruptit 90-meenit block o instruction in readin" an "instruction in phonemic awareness, phonics, vocabulary development, readin fluency" sae as tae impruive the individual's readin abeelity. == Epidemiology == The prevalence o dyslexia is unkent, but it haes been estimatit tae be as low as 5% an as heich as 17% o the population. Dyslexia is diagnosed mair aften in males. Thare are different defineetions o dyslexia uised throuoot the warld. Further, differences in writin seestems mey affeck development o written leid abeelity owin tae the interpley atween auditory an written representations o phonemes. Dyslexia is nae limitit tae difficulty in convertin letters tae soonds, an Cheenese fowk wi dyslexia mey hae difficulty convertin [[Cheenese chairacter|Cheenese chairacters]] intae thair meanins. The Cheenese vocabulary uises logographic, monographic, non-alphabet writin whaur ane chairacter can represent an individual phoneme. The phonological-processin hypothesis attempts tae expone why dyslexia occurs in a wide variety o leids. Furthermair, the relationship atween phonological capacity an readin appears tae be influenced bi orthography. == History == Dyslexia wis clinically descrieved bi Oswald Berkhan in 1881, but the term ''dyslexia'' wis coined in 1883 bi Rudolf Berlin, an ophthalmologist in Stuttgart. He uised the term tae refer tae the case o a yung lad wha haed severe difficulty learnin tae read an write, in maugre o shawin teepical intelligence an pheesical abeelities in aw ither respects. In 1896, W. Pringle Morgan, a Breetish physeecian frae Seaford, East Sussex, published a description o a readin-speceefic learnin ail in a report tae the ''British Medical Journal'' titled "Congenital Word Blindness". The distinction atween phonological versus surface teeps o dyslexia is anly descriptive, an wioot ony etiological assumption as tae the unnerlyin harn mechanisms. Houiver, studies hae alludit tae potential differences owin tae variation in performance. Ower time, the consensus haes chynged frae an intelligence-based model tae an age-based model fur dyslexia . == Society an cultur == As is the case wi ony ail, society aften maks an assessment based on incomplete information. Afore the 1980s, dyslexia wis thoucht tae be a consequence o eddication, raither nor a neurological disabeelity. As a result, society aften misjudges thaim wi the ail. Thare is whiles a wirkplace stigma an negative attitude towards thir wi dyslexia an aa. If the instructors o a person wi dyslexia lack the necessary trainin tae support a bairn wi the condeetion, thare is aften a negative effeck on the student's learnin pairteecipation. Syne at least the 1960s in the UK, the bairn diagnosed wi developmental dyslexia hae consistently been frae privileged faimilies. Awthou hauf o preesoners in the UK hae signeeficant readin difficulties, gey few hae iver been evaluatit fur dyslexia. Access tae some special eddicational resoorces an fundin is contingent upon haein a diagnosis o dyslexia. As a result, whan Staffordshire an Warwickshire proponed in 2018 tae teach readin tae aw bairn wi readin difficulties, uisin techniques proven tae be successfu fur maist bairn wi a diagnosis o dyslexia, wioot furst requirin the faimilies tae obteen an offeecial diagnosis, dyslexia advocates an parents o bairn wi dyslexia wur fearfu that thay wur losin a privileged status. === Stigma an success === Owin tae the mony cognitive processes that dyslexia affecks an the owerwhelmin societal stigma athort the disabeelity, individuals wi dyslexia aften employ behaviours o sel-stigma an perfectionistic sel-presentation in order tae cope wi thair disabeelity. The perfectionist sel-presentation is whan an individual attempts tae present thaimsels as the perfect ideal eemage an hides ony imperfections. This behaviour presents serious risk as it aften results in mental heal issues an refusal tae seek help fur thair disabeelity. == Resairch == [[File:Writing Systems Template Image.svg|thumb|120px|Writin seestems]] Maist dyslexia resairch relates tae alphabetic writin seestems, an inspecially tae European leids. Houiver, substantial resairch is forby available regardin fowk wi dyslexia wha spik Arabic, Cheenese, Hebrew, or ither leids. The ootward expression o individuals wi readin disabeelity, an regular peer readers, is the same in sum respects. == See an aw == * Dyscalculia, difficulty comprehendin nummers an math * Learnin tae read * Orton-Gillingham * Structured literacy * Leet o fowk wi dyslexia == References == {{Reflist}} == Further readin == {{refbegin|30em}} * {{cite journal | vauthors = Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L | title = Neuroanatomy of developmental dyslexia: Pitfalls and promise | journal = Neuroscience and Biobehavioral Reviews | volume = 84 | pages = 434–452 | date = January 2018 | pmid = 28797557 | doi = 10.1016/j.neubiorev.2017.08.001 | s2cid = 33176236 }} * {{cite book|url=https://books.google.com/books?id=wMR4AgAAQBAJ&pg=PP1|title=Dyslexia, Reading and the Brain: A Sourcebook of Psychological and Biological Research|first = Alan | last = Beaton |date=14 October 2004|publisher=Psychology Press|isbn=978-1-135-42275-2}} * {{cite book|url=https://books.google.com/books?id=8OywcklCBPkC&pg=PP1|title=Fifty Years in Dyslexia Research| first = Thomas Richard | last = Miles |date=4 August 2006|publisher=Wiley|isbn=978-0-470-02747-9|author-link=Thomas Richard Miles}} * {{cite book|url=https://books.google.com/books?id=szJZ1LDQv7YC&pg=PP1|title=Dyslexia in Context: Research, Policy and Practice| vauthors = Reid G, Fawcett A |date=12 May 2008|publisher=John Wiley & Sons|isbn=978-0-470-77801-2}} * {{cite book|url=https://books.google.com/books?id=7Jbvue2kNdYC&pg=PP1|title=The Psychology of Dyslexia: A Handbook for Teachers with Case Studies|first = Michael | last = Thomson |date=18 March 2009|publisher=John Wiley & Sons|isbn=978-0-470-74197-9}} * {{cite book|url=https://books.google.com/books?id=EFh4kCrMbK4C&pg=PP1|title=Dyslexia| first = Gavin | last = Reid |date=17 March 2011|publisher=A&C Black|isbn=978-1-4411-6585-5|edition=3}} * {{cite book|url=https://books.google.com/books?id=K2xdsMJ1MWgC&pg=PP1|title=Dyslexia and Other Learning Difficulties| first = Mark | last = Selikowitz |date=2 July 2012|publisher=Oxford University Press|isbn=978-0-19-969177-7}} * {{cite book|url=https://books.google.com/books?id=EgXsAgAAQBAJ&pg=PP1|title=Reading, Writing and Dyslexia: A Cognitive Analysis| first = Andrew W. | last = Ellis |date=25 February 2014|publisher=Psychology Press|isbn=978-1-317-71630-3}} * {{cite book|url=https://books.google.com/books?id=4lz2AgAAQBAJ&pg=PP1|title=The Dyslexia Debate| vauthors = Elliott JG, Grigorenko EL |date=24 March 2014|publisher=Cambridge University Press|isbn=978-0-521-11986-3|author-link=Julian Elliott}} * {{cite book|url=https://books.google.com/books?id=oXe6BAAAQBAJ&pg=PP1|title=Dyslexia and Us: A collection of personal stories|last1=Agnew|first1=Susie|last2=Stewart|first2=Jackie|last3=Redgrave|first3=Steve|date=8 October 2014|publisher=Andrews UK Limited|isbn=978-1-78333-250-2 }} * {{cite journal | vauthors = Norton ES, Beach SD, Gabrieli JD | title = Neurobiology of dyslexia | journal = Current Opinion in Neurobiology | volume = 30 | pages = 73–8 | date = February 2015 | pmid = 25290881 | pmc = 4293303 | doi = 10.1016/j.conb.2014.09.007 | hdl = 1721.1/102416 }} * {{cite journal | vauthors = Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A | title = Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children | journal = Frontiers in Neuroscience | volume = 10 | page = 324 | year = 2016 | pmid = 27471442 | doi = 10.3389/fnins.2016.00324 | pmc = 4945653 | doi-access = free }} * {{cite journal | vauthors = Shao S, Niu Y, Zhang X, Kong R, Wang J, Liu L, Luo X, Zhang J, Song R | title = Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population | journal = Scientific Reports | volume = 6 | article-number = 30454 | date = July 2016 | pmid = 27464509 | pmc = 4964335 | doi = 10.1038/srep30454 | bibcode = 2016NatSR...630454S }} * {{cite journal | vauthors = Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR | title = Heritability of non-speech auditory processing skills | journal = European Journal of Human Genetics | volume = 24 | issue = 8 | pages = 1137–44 | date = August 2016 | pmid = 26883091 | pmc = 4872837 | doi = 10.1038/ejhg.2015.277 }} * {{cite journal | vauthors = Mascheretti S, De Luca A, Trezzi V, Peruzzo D, Nordio A, Marino C, Arrigoni F | title = Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | journal = Translational Psychiatry | volume = 7 | issue = 1 | pages = e987 | date = January 2017 | pmid = 28045463 | pmc = 5545717 | doi = 10.1038/tp.2016.240 }} * {{cite journal | vauthors = Fraga González G, Žarić G, Tijms J, Bonte M, van der Molen MW | title = Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies | journal = Brain Sciences | volume = 7 | issue = 1 | page = 10 | date = January 2017 | pmid = 28106790 | pmc = 5297299 | doi = 10.3390/brainsci7010010 | doi-access = free }} * {{cite journal | vauthors = Rudov A, Rocchi MB, Accorsi A, Spada G, Procopio AD, Olivieri F, Rippo MR, Albertini MC | title = Putative miRNAs for the diagnosis of dyslexia, dyspraxia, and specific language impairment | journal = Epigenetics | volume = 8 | issue = 10 | pages = 1023–9 | date = October 2013 | pmid = 23949389 | pmc = 3891682 | doi = 10.4161/epi.26026 }} * {{cite journal | vauthors = Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC | title = A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects | journal = Frontiers in Psychology | volume = 7 | page = 1617 | year = 2016 | pmid = 27891100 | pmc = 5102880 | doi = 10.3389/fpsyg.2016.01617 | doi-access = free }} {{refend}} == Fremmit airtins == {{sister project links|d=Q132971|q=no|c=category:Dyslexia|n=no|b=no|v=no|voy=no|m=no|mw=no|wikt=no|s=no|species=no}} {{Library resources box|by=no|onlinebooks=no|about=yes|lcheading=dyslexia}} {{Authority control}} [[Category:Dyslexia| ]] [[Category:Leeteracy]] [[Category:Learnin tae read]] [[Category:Speceefic developmental ails]] [[Category:Readin (process)|*Dyslexia]] [[Category:Wikipaedia medicin airticles ready tae owerset]] [[Category:Wikipaedia neurology airticles ready tae owerset]] [[Category:Writin]] pi54b227mbrd3cpkiew2tfnzykpmope 916843 916842 2026-05-16T00:37:21Z Mr.Murdoch78 119895 916843 wikitext text/x-wiki {{Infobox medical condition (new) | name = Dyslexia | synonyms = Readin ail | image = File:Dislexia nens.jpg | caption = Dyslexia involves difficulties in processin letters an wirds. | pronounce = {{IPAc-en|d|ɪ|s|ˈ|l|ɛ|k|s|i|ə|audio=LL-Q1860 (eng)-Flame, not lame-Dyslexia.wav}} {{respell|dis|LEK|see|ə}} | types = [[Surface dyslexia]] | field = [[Neurology]], [[pediatrics]] | symptoms = Trouble [[Readin (process)|readin]]<ref name="ninds1"/> | onset = Schuil age<ref name=Lancet2012/> | causes = [[Genetics|Genetic]] an environmental factors<ref name=Lancet2012 /> | risks = Faimily history, [[attention deficit hyperactivity ail]]<ref name=NIH2014Def/> | diagnosis = Series memory, spellin, veesion, an readin test<ref name=NIH2015Diag/> | differential = [[Hearin problems|Hearin]] or [[veesion problems]], insufficient [[Readin eddication|teachin]]<ref name=Lancet2012/> | treatment = Adjustin teachin methods<ref name=ninds1/> | frequency = 3–7%<ref name=Lancet2012/><ref name=Koo2013/> }} '''Dyslexia''', forby kent as '''wird blindness''', is a [[learnin disabeelity]] that affecks either readin or writin. Different fowk are affeckit tae different degrees. Problems mey include difficulties in spellin wirds, readin quickly, writin wirds, "soondin oot" wirds [[Subvocalisation|in the heid]], pronouncin wirds whan readin alood an unnerstaundin whit ane reads. Aften thir difficulties are furst noticed at schuil. The difficulties are involuntary, an fowk wi this ail hae a normal desire tae learn. Fowk wi dyslexia hae heicher rates o [[attention deficit hyperactivity ail]] (ADHA), [[Developmental leid ail|developmental leid ails]], an [[Dyscalculia|difficulties wi nummers]]. Dyslexia is believed tae be caused bi the [[Gene–environment interaction|interaction]] o [[Genetics|genetic]] an environmental factors. Some cases rin in faimilies. Dyslexia that develops owin tae a [[traumatic harn injury]], [[stroke]], or [[dementia]] is whiles cried "acquired dyslexia" or '''alexia'''. The unnerlyin mechanisms o dyslexia result frae differences athin [[Leid processin in the harn|the harn's leid processin]]. Dyslexia is diagnosed throu a series o tests o memory, veesion, spellin, an readin skeels. Dyslexia is separate frae readin difficulties caused bi [[Hearin loss|hearin]] or [[Veesual impairment|veesion problems]] or bi insufficient [[Readin|teachin]] or opportunity tae learn. Treatment involves adjustin teachin methods tae meet the person's needs. Whiles nae curin the unnerlyin problem, it mey decrease the degree or impact o symptoms. Treatments targetin veesion are nae effective. Dyslexia is the maist common [[learnin disabeelity]] an occurs in aw areas o the warld. It affecks 3–7% o the population; houiver, up tae 20% o the general population mey hae some degree o symptoms. Whiles dyslexia is mair aften diagnosed in lads, this is pairtly exponed bi a sel-fulfillin [[Selection bias|referral bias]] amang teachers an professionals. It haes even been suggestit that the condeetion affecks men an wummen equally. Some believe that dyslexia is best considered as a different wey o learnin, wit baith benefits an dounsides. == Clessification == Dyslexia is dividit intae developmental an acquired forms. Acquired dyslexia occurs subsequent tae neurological insult, sic as [[traumatic harn injury]] or [[stroke]]. Fowk wi acquired dyslexia exhibit some o the signs or symptoms o the developmental ail, bit require different assessment strategies an treatment approaches. ''Pure alexia'', forby kent as ''agnosic alexia'' or ''pure wird blindness'', is ane form o [[Alexia (condeetion)|alexia]] that maks up "the peripheral dyslexia" group. == Signs an symptoms == In early bairnheid, symptoms that correlate wi a later diagnosis o dyslexia include [[Speech delay|delayed onset o speech]] an a lack o [[phonological awareness]]. A common meeth closely associates dyslexia wi [[mirror writin]] an readin letters or wirds backwards. Thir behaviours are seen in mony bairn as thay learn tae read an write, an are nae considered tae be definin chairactereestics o dyslexia. Schuil-age bairn wi dyslexia mey exhibit signs o difficulty in identifyin or generatin rhymin wirds, or coontin the nummer o seellables in wirds—baith o that depend on phonological awareness. Thay mey forby shaw difficulty in segmentin wirds intae individual soonds (sic as soondin oot the three soonds o ''k'', ''a'', an ''t'' in ''cat'') or mey struggle tae blend soonds, indicatin reduced [[phonemic awareness]]. Difficulties wi wird retrieval or namin things is associatit wi dyslexia an aa. Fowk wi dyslexia are commonly puir spellers, a featur whiles cried ''dysorthographia'' or ''[[dysgraphia]]'', that depends on the skeel o [[Orthography|orthographic codin]]. Problems persist intae adolescence an adultheid an mey include difficulties wi summarising stories, memorisation, readin alood, or learnin foreign leids. Adults wi dyslexia can aften read wi guid comprehension, thou thay tend tae read mair slawly nor ithers wioot a learnin difficulty an perform worse in spellin tests or whan readin nonsense wirds—a measure o phonological awareness. === Associatit condeetions === Dyslexia aften co-occurs wi ither learnin ails, bit the raisons fur this comorbidity hae nae been clearly identifee'd. Thir associatit disabeelities include: ; [[Dysgraphia]] : A ail involvin difficulties wi writin or typin, whiles owin tae problems wi [[Haund–ee coordination|ee–haund coordination]]; it can impede direction- or sequence-orientit processes an aa, sic as tyin knots or carryin oot repetitive tasks. In dyslexia, dysgraphia is aften multifactorial, owin tae impaired letter-writin [[automaticity]], organisational an elaborative difficulties, an impaired veesual wird formin, that maks it mair difficult tae retrieve the veesual pictur o wirds required fur spellin. ; [[Attention deficit hyperactivity ail]] : A ail chairacterised bi problems sustainin attention, hyperactivity, or actin impulsively. Dyslexia an ADHA commonly occur thegither. Approximately 15% or 12–24% o fowk wi dyslexia hae ADHA; an up tae 35% o fowk wi ADHA hae dyslexia. ; [[Auditory processin ail]] : A listenin ail that affecks the abeelity tae process auditory information. This can lead tae problems wi [[Echoic memory|auditory memory]] an auditory [[Sequence learnin|sequencin]]. Mony fowk wi dyslexia hae auditory processin problems, an mey develop thair awn [[logographic cues]] tae compensate fur this teep o deficit. Some resairch suggests that auditory processin skeels coud be the primary shortfaw in dyslexia. ; [[Developmental coordination ail]] : A neurological condeetion chairacterised bi difficulty in carryin oot routine tasks involvin balance, fine-[[motor control]] an [[Proprioception|kinesthetic]] coordination; difficulty in the uise o speech soonds; an problems wi [[short-term memory]] an organisation. == Causes == [[File:Inferior parietal lobule - superior view animation.gif|thumb|300px| Inferior parietal lobule – superior view animation]] Resairchers hae been tryin tae find the neurobiological basis o dyslexia syne the condeetion wis furst identifee'd in 1881. Fur ensaumple, some hae tree'd tae associate the common problem amang fowk wi dyslexia o nae bein able tae see letters clearly tae abnormal development o thair veesual nerve cells. === Neuroanatomy === [[Neuroeemagin]] techniques, sic as [[functional magnetic resonance eemagin]] (fMRI) an [[positron emission tomography]] (PET), hae shawn a correlation atween baith functional an structural differences in the harns o bairn wi readin difficulties. Some fowk wi dyslexia shaw less activation in pairts o the [[Lateralisation o harn function|left hemisphere]] o the harn involvit wi readin, sic as the [[inferior frontal gyrus]], [[inferior parietal lobule]], an the middle an [[Brodmann area 20|ventral temporal cortex]]. Meta-analyses o fMRI studies hae foond unner-activation whaur the [[Temporal lobe|temporal]] an [[Occipital lobe|occipital lobes]] meet in the left hemisphere in dyslexic subjecks (includin the [[veesual wird form area]]). Ower the past decade, harn activation studies uisin PET tae study leid hae produced a breakthrou in the unnerstaundin o the neural basis o leid. Neural bases fur the veesual [[lexicon]] an fur auditory verbal [[short-term memory]] components hae been proponed, wi some implication that the observed neural manifestation o developmental dyslexia is task-speceefic (i.e., functional raither nor structural). fMRIs o fowk wi dyslexia indicate an interactive role o the [[cerebellum]] an cerebral cortex as weel as ither harn structurs in readin. The cerebellar theory o dyslexia propones that impairment o cerebellum-controlled muscle muivement affecks the formation o wirds bi the tongue and facial muscles, resultin in the [[fluency]] problems that some fowk wi dyslexia experience. The cerebellum is involvit in the [[Autonomic nervous seestem|automatisation]] o some tasks an aa, sic as readin. The fact that some bairn wi dyslexia hae motor task an balance impairments coud be conseestent wi a cerebellar role in thair readin difficulties. Houiver, the cerebellar theory haes nae been supportit bi controlled resairch studies. === Genetics === Resairch intae potential genetic causes o dyslexia haes its ruits in post-autopsy examination o the harns o fowk wi dyslexia. Observed anatomical differences in the [[Leid centre|leid centres]] o sic harns include microscopic [[Cerebral cortex|cortical]] malformations kent as ectopias, an mair rarely, [[Bluid veshel|vascular]] micro-malformations, an [[microgyrus]]—a smawer nor uisual size fur the gyrus. The previously citit studies an ithers suggest that abnormal cortical development, presumed tae occur afore or durin the saxt month o [[Fetus|fetal]] harn development, mey have caused the abnormalities. Abnormal cell formations in fowk wi dyslexia hae forby been reportit in non-leid cerebral an subcortical harn structurs. Mony genes hae been associatit wi dyslexia, includin [[DCDC2]] an [[Dyslexia-associatit protein|KIAA0319]] on [[chromosome 6]], an [[DYX1C1]] on [[chromosome 15]]. === Gene–environment interaction === The contreibution o [[gene–environment interaction]] tae [[Readin disabeelity|readin (dis)abeelity]], that estimates the proportion o variance (the differences in readin abeelity across individuals) attributable tae environmental an genetic factors, haes been studied extensively bi comparin sets o [[Twin|identical twins]] an [[Twin|fraternal twins]]. Sic twin studies shaw that baith environmental an genetic influences contreibute tae readin development, wi thir twa influences' kin impact varyin bi contex. Fur ensaumple, parental eddication haes been foond tae moderate genetic influences on readin (dis)abeelity, an teacher quality can moderate genetic effecks on early readin abeelity. Mairower, in mair supportive environments, genetic risk factors accoont fur a lairger proportion o the variation in dyslexia. This occurs acause reducin environmental risks—throu heich-quality instruction an supportive caregiein—lowers environmental differences, makin genetic effecks easier tae detect. If environmental risk factors are reduced wi guid teachin an a supportin caregier environment, genetic risk factors mey pley a muckler role in exponin why some fowk hae dyslexia acause the genetic effeck is easier tae detect gien that muckle environmental noise is [[Bracketin (phenomenology)|bracketed-oot]]. As environment pleys a lairge role in learnin an memory, it is likly that [[Epigenetics|epigenetic]] modifications pley an important role in readin abeelity. Measures o [[gene expression]], [[Histone|histone modifications]], an [[methylation]] in the bodie periphery are uised tae study epigenetic processes; houiver, aw o thir hae leemitations in the extrapolation o results fur application tae the bodie harn. ==== Leid ==== The [[Orthographic depth|orthographic complexity]] o a leid directly affecks hou difficult it is tae learn tae read it. Inglis an French hae comparatively "deep" [[Phonemic orthography|phonemic orthographies]] athin the [[Laitin alphabet]] [[writin seestem]], wi complex structurs employin spellin patterns on mony levels: letter-soond correspondence, seellables, an [[Morpheme|morphemes]]. Leids sic as Spainish, Italian an Finnish primarily employ letter-soond correspondence—sae-cried "shallae" orthographies—that maks thaim easier tae learn fur fowk wi dyslexia. [[Logogram|Logographic]] writin seestems, sic as [[Cheenese chairacter|Cheenese chairacters]], hae extensive seembol uise, an thir pose problems fur dyslexic learners an aa. ==Pathophysiology== [[File:Gray733.png|thumb|140px|Corpus callosum view, front pairt at tap o eemage]] Fur maist fowk wha are richt-haund dominant, the left hemisphere o thair harn is mair specialised fur [[Lateralisation o harn function|leid processin]]. Wi regard tae the mechanism o dyslexia, fMRI studies suggest that this specialisation is less pronounced or absent in fowk wi dyslexia. In ither studies, dyslexia is correlatit wi anatomical differences in the [[corpus callosum]], the bundle o nerve fibers that connects the left an richt hemispheres. Data via diffusion tensor MRI indicate chynges in connectivity or in gray maiter density in areas relatit tae readin an leid. Finally, the left [[inferior frontal gyrus]] haes shawn differences in phonological processin in fowk wi dyslexia. Neurophysiological an eemagin procedures are bein uised tae ascertain phenotypic chairactereestics in fowk wi dyslexia, thus identifyin the effecks o dyslexia-relatit genes. === Dual route theory === The dual-route theory o readin alood wis furst descrieved in the early 1970s. This theory suggests that twa separate mental mechanisms, or cognitive routes, are involvit in readin alood. Ane mechanism is the lexical route, that is the process whaurbi skeelt readers can recognise kent wirds bi sicht alane, throu a "dictionary" leukup procedure. The ither mechanism is the nonlexical or sublexical route, that is the process whaurbi the reader can "soond oot" a written wird. This is duin bi identifyin the wird's constituent pairts (letters, [[Phoneme|phonemes]], [[Grapheme|graphemes]]) an applyin knawledge o hou thir pairts are associatit wi ilka ither — fur ensaumple, hou a string o neebourin letters soond thegither. The dual-route seestem coud expone the different rates o dyslexia occurrence atween different leids (e.g., the consistency o phonological rules in the Spainish leid coud accoont fur the fact that Spainish-speakin bairn shaw a heicher level o performance in non-wird readin, whan compared tae Inglis-speakers). == Diagnosis == Dyslexia is a heterogeneous, dimensional learnin ail that impairs accurate an fluent wird readin an spellin. Teepical—but nae universal—featurs include difficulties wi phonological awareness, inefficient an aften inaccurate processin o soonds in oral leid (''phonological processin''), an verbal wirkin memory deficits. Dyslexia is a [[neurodevelopmental ail]], subcategorisit in diagnostic guides as a ''learnin'' ''ail wi impairment in readin'' (ICD-11 prefixes "developmental" tae "learnin ail"; DSM-5 uises "speceefic"). Dyslexia is nae a problem wi intelligence. [[Emotional an behavioural ails|Emotional problems]] aften arise seicontary tae learnin difficulties. The [[National Institute of Neurological Disorders and Stroke]] descrieves dyslexia as "difficulty wi phonological processin (the manipulation o soonds), spellin, an/or rapid veesual-verbal respondin". The Breetish Dyslexia Association defines dyslexia as "a learnin difficulty that maistly affecks the skeels involvit in accurate an fluent wird readin an spellin" an is chairacterised bi "difficulties in phonological awareness, verbal memory an verbal processin speed". ''Phonological awareness'' enables ane tae identify, discriminate, mynd ([[wirkin memory]]), an mentally manipulate the soond structurs o leid—[[Phoneme|phonemes]], onsteid-rime segments, seellables, an wirds. === Assessment === The follaein can be duin tae assess fur dyslexia: Apply a multidisciplinary team approach involvin the bairn's parent(s) an teacher(s), schuil psychologist, pediatrician, an, as appropriate, [[Speech–leid pathology|speech an leid pathologist (speech therapist)]], an [[Occupational therapy|occupational therapist]]. Gain faimiliarity wi teepical ages bairn reach mony general developmental milestanes, an domain-speceefic milestanes, sic as phonological awareness (recognisin rhymin wirds; identifyin the initial soonds in wirds). Dinna rely on tests exclusively. Carefu observation o the bairn in the schuil an hame environments, an sensitive, comprehensive parental interviews are juist as important as tests. Leuk at the empirically supportit [[repone tae intervention]] (RTI) approach, that "... involves monitorin the progress o a group o bairn throu a programme o intervention raither nor unnertakin a static assessment o thair current skeels. Bairn wi the maist need are thaim wha fail tae respond tae effective teachin, an thay are readily identifee'd uisin this approach." ==== Assessment tests ==== Thare is a wide range o tests that are uised in clinical an eddicational settins tae evaluate the possibility o dyslexia. If initial testin suggests that a person micht hae dyslexia, sic tests are aften follaed up wi a fou diagnostic assessment tae determine the extent an naitur o the ail. Some tests can be admeenistered bi a teacher or computer; ithers require specialised trainin an are gien bi psychologists. Some test results indicate hou tae carry oot teachin strategies. Acause a variety o different cognitive, behavioural, emotional, an environmental factors aw coud contreibute tae difficulty learnin tae read, a comprehensive evaluation shoud consider thir different possibilities. Thir tests an observations can include: * General meisurs o cognitive abeelity, sic as the [[Wechsler Intelligence Scale fur Bairn]], [[Woodcock-Johnson Tests o Cognitive Abeelities]], or [[Stanford-Binet Intelligence Scales]]. Low general cognitive abeelity wad mak readin mair difficult. Cognitive abeelity meisurs aften try tae meisur different cognitive processes an aa, sic as verbal abeelity, nonverbal an spatial raisonin, wirkin memory, an processin speed. Thare are different versions o thir tests fur different age groups. Awmaist aw o thir require addeetional trainin tae gie an score correctly, an are duin bi psychologists. Accordin tae Mather an Schneider (2015), a confirmatory profile an/or pattern o scores on cognitive tests confirmin or rulin-oot readin ail haes nae yit been identifee'd. * Screenin or evaluation fur mental heal condeetions: Parents an teachers can complete ratin scales or behaviour checkleets tae gaither information aboot emotional an behavioural functionin fur yunger fowk. Mony checkleets hae seemilar versions fur parents, teachers, an yunger fowk auld eneuch tae read raisonably weel (aften 11 years an aulder) tae complete. Ensaumples include the Behavioural Assessment Seestem fur Bairn, an the [[Strenths an Difficulties Questionnaire]]. Aw o thir hae naitionally representative norms, makin it possible tae compare the level o symptoms tae whit wad be teepical fur the yunger person's age an biological sex. Ither checkleets link mair speceefically tae psychiatric diagnoses, sic as the [[Vanderbilt ADHD Ratin Scales]] or the [[Screen fur bairn anxiety relatit ails|Screen fur Bairn Anxiety Relatit Emotional Ail]] (SBAREA). [[Screenin (medicin)|Screenin]] uises brief tuils that are designed tae catch cases wi a ail, but thay aften get false positive scores fur fowk wha dae nae hae the ail. Screeners shoud be follaed up bi a mair accurate test or diagnostic interview as a result. Depressive ails an anxiety ails are two-three times heicher in fowk wi dyslexia, an attention-deficit/hyperactivity ail is mair common, as weel. * Review o academic achievement an skeels: Average spellin/readin abeelity fur a dyslexic is a percentage rankin <16, weel belaw normal. In addeetion tae reviewin grades an teacher notes, staundardised test results are helpfu in evaluatin progress. Thir include group admeenistered tests, sic as the [[Iowa Tests o Eddicational Development]], that a teacher mey gie tae a group or hale clessruim o yunger fowk at the same time. Thay coud include individually admeenistered tests o achievement an aa, sic as the [[Wide Range Achievement Test]], or the [[Woodcock-Johnson Tests o Cognitive Abeelities|Woodcock-Johnson]] (that includes a set o achievement tests an aa). The individually admeenistered tests again require mair specialised trainin. == Screenin == Screenin procedures seek tae identify bairn wha shaw signs o possible dyslexia. In the preschuil years, a faimily history o dyslexia, pairticulairly in biological parents an siblins, predicts an eventual dyslexia diagnosis better nor ony test. In primary schuil (ages 5–7), the ideal screenin procedure consists o trainin primary schuil teachers tae carefully observe an record thair pupils' progress throu the phonics curriculum, an tharebi identify bairn progressin slawly. Whan teachers identify sic students thay can supplement thair observations wi screenin tests sic as the ''Phonics screenin check'' uised bi Unitit Kinrick schuils durin Year 1. In the medical settin, bairn an adolescent psychiatrist M. S. Thambirajah emphasises that "[g]ien the heich prevalence o developmental ails in schuil-aged bairn, aw bairn seen in clinics shoud be seestematically screened fur developmental ails irrespective o the presentin problem/s." Thambirajah recommends screenin fur developmental ails, includin dyslexia, bi conductin a brief developmental history, a preliminary psychosocial developmental examination, an obtainin a schuil report regardin academic an social functionin. == Management == Throu the uise o compensation strategies, therapy an eddicational support, individuals wi dyslexia can learn tae read an write. Thare are techniques an technical aids that help tae manage or conceal symptoms o the ail. Reducin stress an anxiety can whiles impruive written comprehension. Fur [[Management o dyslexia|dyslexia intervention]] wi alphabet-writin seestems, the fundamental aim is tae increase a bairn's awareness o correspondences atween [[Grapheme|graphemes]] (letters) an [[Phoneme|phonemes]] (soonds), an tae relate thir tae readin an spellin bi teaching hou soonds blend intae wirds. Reinforced collateral trainin focused on readin an spellin mey yield langer-lastin gains nor oral phonological trainin alane. Early intervention can be successfu in reducin readin failur. Resairch daes nae suggest that specially-tailored fonts (sic as [[Dyslexie]] an [[OpenDyslexic]]) help wi readin. In experiments, a mair signeeficant difference in readin performance wis driven bi [[Leadin|interline spacin]], an the difference wis nae signeeficant ance variables sic as interline spacin an [[x-hicht]] wis normalised atween the candidate fonts. Bairn wi dyslexia read tex set in a regular font sic as [[Times New Roman]] an [[Arial]] juist as quickly, an thay shaw a preference fur regular fonts ower specially-tailored fonts. Some resairch haes pyntit tae increased [[Letter spacin|letter-spacin]] bein beneficial. Thare is currently nae evidence shawin that muisic eddication signeeficantly impruives the readin skeels o adolescents wi dyslexia. == Prognosis == Dyslexic bairn require special instruction fur wird analysis an spellin frae an early age. The prognosis, generally speakin, is positive fur individuals wha are identifee'd in bairnheid an receive support frae freends an faimily. The New York eddicational seestem (NYED) indicates "a daily uninterruptit 90-meenit block o instruction in readin" an "instruction in phonemic awareness, phonics, vocabulary development, readin fluency" sae as tae impruive the individual's readin abeelity. == Epidemiology == The prevalence o dyslexia is unkent, but it haes been estimatit tae be as low as 5% an as heich as 17% o the population. Dyslexia is diagnosed mair aften in males. Thare are different defineetions o dyslexia uised throuoot the warld. Further, differences in writin seestems mey affeck development o written leid abeelity owin tae the interpley atween auditory an written representations o phonemes. Dyslexia is nae limitit tae difficulty in convertin letters tae soonds, an Cheenese fowk wi dyslexia mey hae difficulty convertin [[Cheenese chairacter|Cheenese chairacters]] intae thair meanins. The Cheenese vocabulary uises logographic, monographic, non-alphabet writin whaur ane chairacter can represent an individual phoneme. The phonological-processin hypothesis attempts tae expone why dyslexia occurs in a wide variety o leids. Furthermair, the relationship atween phonological capacity an readin appears tae be influenced bi orthography. == History == Dyslexia wis clinically descrieved bi [[Oswald Berkhan]] in 1881, but the term ''dyslexia'' wis coined in 1883 bi [[Rudolf Berlin]], an [[Ophthalmology|ophthalmologist]] in [[Stuttgart]]. He uised the term tae refer tae the case o a yung lad wha haed severe difficulty learnin tae read an write, in maugre o shawin teepical intelligence an pheesical abeelities in aw ither respects. In 1896, W. Pringle Morgan, a Breetish physeecian frae [[Seaford, East Sussex]], published a description o a readin-speceefic learnin ail in a report tae the ''[[The BMJ|British Medical Journal]]'' titled "Congenital Word Blindness". The distinction atween phonological versus surface teeps o dyslexia is anly descriptive, an wioot ony etiological assumption as tae the unnerlyin harn mechanisms. Houiver, studies hae alludit tae potential differences owin tae variation in performance. Ower time, the consensus haes chynged frae an intelligence-based model tae an age-based model fur dyslexia . == Society an cultur == As is the case wi ony ail, society aften maks an assessment based on incomplete information. Afore the 1980s, dyslexia wis thoucht tae be a consequence o eddication, raither nor a neurological disabeelity. As a result, society aften misjudges thaim wi the ail. Thare is whiles a wirkplace stigma an negative attitude towards thir wi dyslexia an aa. If the instructors o a person wi dyslexia lack the necessary trainin tae support a bairn wi the condeetion, thare is aften a negative effeck on the student's learnin pairteecipation. Syne at least the 1960s in the UK, the bairn diagnosed wi developmental dyslexia hae consistently been frae privileged faimilies. Awthou hauf o preesoners in the UK hae signeeficant readin difficulties, gey few hae iver been evaluatit fur dyslexia. Access tae some special eddicational resoorces an fundin is contingent upon haein a diagnosis o dyslexia. As a result, whan [[Staffordshire]] an [[Warwickshire]] proponed in 2018 tae teach readin tae aw bairn wi readin difficulties, uisin techniques proven tae be successfu fur maist bairn wi a diagnosis o dyslexia, wioot furst requirin the faimilies tae obteen an offeecial diagnosis, dyslexia advocates an parents o bairn wi dyslexia wur fearfu that thay wur losin a privileged status. === Stigma an success === Owin tae the mony cognitive processes that dyslexia affecks an the owerwhelmin societal stigma athort the disabeelity, individuals wi dyslexia aften employ behaviours o sel-stigma an perfectionistic sel-presentation in order tae cope wi thair disabeelity. The perfectionist sel-presentation is whan an individual attempts tae present thaimsels as the perfect ideal eemage an hides ony imperfections. This behaviour presents serious risk as it aften results in mental heal issues an refusal tae seek help fur thair disabeelity. == Resairch == [[File:Writing Systems Template Image.svg|thumb|120px|Writin seestems]] Maist dyslexia resairch relates tae [[Alphabetic writin seestem|alphabetic writin seestems]], an inspecially tae [[Leids o Europe|European leids]]. Houiver, substantial resairch is forby available regardin fowk wi dyslexia wha spik Arabic, Cheenese, Hebrew, or ither leids. The ootward expression o individuals wi readin disabeelity, an regular peer readers, is the same in sum respects. == See an aw == * [[Dyscalculia]], difficulty comprehendin nummers an math * [[Readin|Learnin tae read]] * [[Orton-Gillingham]] * [[Structured literacy]] * [[Leet o fowk wi dyslexia]] == References == {{Reflist}} == Further readin == {{refbegin|30em}} * {{cite journal | vauthors = Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L | title = Neuroanatomy of developmental dyslexia: Pitfalls and promise | journal = Neuroscience and Biobehavioral Reviews | volume = 84 | pages = 434–452 | date = January 2018 | pmid = 28797557 | doi = 10.1016/j.neubiorev.2017.08.001 | s2cid = 33176236 }} * {{cite book|url=https://books.google.com/books?id=wMR4AgAAQBAJ&pg=PP1|title=Dyslexia, Reading and the Brain: A Sourcebook of Psychological and Biological Research|first = Alan | last = Beaton |date=14 October 2004|publisher=Psychology Press|isbn=978-1-135-42275-2}} * {{cite book|url=https://books.google.com/books?id=8OywcklCBPkC&pg=PP1|title=Fifty Years in Dyslexia Research| first = Thomas Richard | last = Miles |date=4 August 2006|publisher=Wiley|isbn=978-0-470-02747-9|author-link=Thomas Richard Miles}} * {{cite book|url=https://books.google.com/books?id=szJZ1LDQv7YC&pg=PP1|title=Dyslexia in Context: Research, Policy and Practice| vauthors = Reid G, Fawcett A |date=12 May 2008|publisher=John Wiley & Sons|isbn=978-0-470-77801-2}} * {{cite book|url=https://books.google.com/books?id=7Jbvue2kNdYC&pg=PP1|title=The Psychology of Dyslexia: A Handbook for Teachers with Case Studies|first = Michael | last = Thomson |date=18 March 2009|publisher=John Wiley & Sons|isbn=978-0-470-74197-9}} * {{cite book|url=https://books.google.com/books?id=EFh4kCrMbK4C&pg=PP1|title=Dyslexia| first = Gavin | last = Reid |date=17 March 2011|publisher=A&C Black|isbn=978-1-4411-6585-5|edition=3}} * {{cite book|url=https://books.google.com/books?id=K2xdsMJ1MWgC&pg=PP1|title=Dyslexia and Other Learning Difficulties| first = Mark | last = Selikowitz |date=2 July 2012|publisher=Oxford University Press|isbn=978-0-19-969177-7}} * {{cite book|url=https://books.google.com/books?id=EgXsAgAAQBAJ&pg=PP1|title=Reading, Writing and Dyslexia: A Cognitive Analysis| first = Andrew W. | last = Ellis |date=25 February 2014|publisher=Psychology Press|isbn=978-1-317-71630-3}} * {{cite book|url=https://books.google.com/books?id=4lz2AgAAQBAJ&pg=PP1|title=The Dyslexia Debate| vauthors = Elliott JG, Grigorenko EL |date=24 March 2014|publisher=Cambridge University Press|isbn=978-0-521-11986-3|author-link=Julian Elliott}} * {{cite book|url=https://books.google.com/books?id=oXe6BAAAQBAJ&pg=PP1|title=Dyslexia and Us: A collection of personal stories|last1=Agnew|first1=Susie|last2=Stewart|first2=Jackie|last3=Redgrave|first3=Steve|date=8 October 2014|publisher=Andrews UK Limited|isbn=978-1-78333-250-2 }} * {{cite journal | vauthors = Norton ES, Beach SD, Gabrieli JD | title = Neurobiology of dyslexia | journal = Current Opinion in Neurobiology | volume = 30 | pages = 73–8 | date = February 2015 | pmid = 25290881 | pmc = 4293303 | doi = 10.1016/j.conb.2014.09.007 | hdl = 1721.1/102416 }} * {{cite journal | vauthors = Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A | title = Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children | journal = Frontiers in Neuroscience | volume = 10 | page = 324 | year = 2016 | pmid = 27471442 | doi = 10.3389/fnins.2016.00324 | pmc = 4945653 | doi-access = free }} * {{cite journal | vauthors = Shao S, Niu Y, Zhang X, Kong R, Wang J, Liu L, Luo X, Zhang J, Song R | title = Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population | journal = Scientific Reports | volume = 6 | article-number = 30454 | date = July 2016 | pmid = 27464509 | pmc = 4964335 | doi = 10.1038/srep30454 | bibcode = 2016NatSR...630454S }} * {{cite journal | vauthors = Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR | title = Heritability of non-speech auditory processing skills | journal = European Journal of Human Genetics | volume = 24 | issue = 8 | pages = 1137–44 | date = August 2016 | pmid = 26883091 | pmc = 4872837 | doi = 10.1038/ejhg.2015.277 }} * {{cite journal | vauthors = Mascheretti S, De Luca A, Trezzi V, Peruzzo D, Nordio A, Marino C, Arrigoni F | title = Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | journal = Translational Psychiatry | volume = 7 | issue = 1 | pages = e987 | date = January 2017 | pmid = 28045463 | pmc = 5545717 | doi = 10.1038/tp.2016.240 }} * {{cite journal | vauthors = Fraga González G, Žarić G, Tijms J, Bonte M, van der Molen MW | title = Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies | journal = Brain Sciences | volume = 7 | issue = 1 | page = 10 | date = January 2017 | pmid = 28106790 | pmc = 5297299 | doi = 10.3390/brainsci7010010 | doi-access = free }} * {{cite journal | vauthors = Rudov A, Rocchi MB, Accorsi A, Spada G, Procopio AD, Olivieri F, Rippo MR, Albertini MC | title = Putative miRNAs for the diagnosis of dyslexia, dyspraxia, and specific language impairment | journal = Epigenetics | volume = 8 | issue = 10 | pages = 1023–9 | date = October 2013 | pmid = 23949389 | pmc = 3891682 | doi = 10.4161/epi.26026 }} * {{cite journal | vauthors = Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC | title = A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects | journal = Frontiers in Psychology | volume = 7 | page = 1617 | year = 2016 | pmid = 27891100 | pmc = 5102880 | doi = 10.3389/fpsyg.2016.01617 | doi-access = free }} {{refend}} == Fremmit airtins == {{sister project links|d=Q132971|q=no|c=category:Dyslexia|n=no|b=no|v=no|voy=no|m=no|mw=no|wikt=no|s=no|species=no}} {{Library resources box|by=no|onlinebooks=no|about=yes|lcheading=dyslexia}} {{Authority control}} [[Category:Dyslexia| ]] [[Category:Leeteracy]] [[Category:Learnin tae read]] [[Category:Speceefic developmental ails]] [[Category:Readin (process)|*Dyslexia]] [[Category:Wikipaedia medicin airticles ready tae owerset]] [[Category:Wikipaedia neurology airticles ready tae owerset]] [[Category:Writin]] kgp63lpo2gceyg17wgal2kt81nautko 3 233469 916836 2026-05-15T22:42:44Z Atlantic306 30244 not English 916836 wikitext text/x-wiki {{uw-english1}} [[Uiser:Atlantic306|Atlantic306]] ([[Uiser collogue:Atlantic306|tauk]]) 22:42, 15 Mey 2026 (UTC) 3461l675yvzv99e3b49eq7ot5qewpz2 0 233470 916839 2026-05-15T23:57:53Z Mr.Murdoch78 119895 Reguidin tae [[Dyslexia]] 916839 wikitext text/x-wiki #REDIRECT [[Dyslexia]] 3u9423rutj69uleuaglvr6fgjh3w7he 0 233471 916844 2026-05-16T00:37:48Z Mr.Murdoch78 119895 Reguidin tae [[Alphabet]] 916844 wikitext text/x-wiki #REDIRECT [[Alphabet]] 4mfig0i1ymjbjt4khxc4sz1j57p2bvf 0 233472 916845 2026-05-16T00:38:20Z Mr.Murdoch78 119895 Reguidin tae [[Morpheme]] 916845 wikitext text/x-wiki #REDIRECT [[Morpheme]] 7gq2r14hg2afr47aw18bvf9fy4hogew 3 233473 916849 2026-05-16T10:38:45Z Mr.Murdoch78 119895 Walcome tae the Scots Wikipaedia ! 916849 wikitext text/x-wiki ==''Walcome!''== Hullo, Peter Kinnen, an [[Wikipedia:Walcome, ane an aw|walcome]] til the Wikipedie! Guid tae see ye. Thank ye for [[Special:Contributions/Peter Kinnen|yer contribution]]. Some gibbles ye'll find uissfu: * [[Wikipedia:Aboot|Aboot Wikipedie]] – whit it is an isna. * [[Wikipedia:Five pillars|The five pillars o Wikipaedia]] * [[Wikipedia:Lessons (Editin)|Hou tae edit a page]] an [[Wikipedia:Lessons (Stairt an airticle)|Stairtin airticles]] – gang til the [[Wikipedia:Lessons|Wikipedie Lessons]]. * [[Wikipedia:Mercat Cross|Mercat Cross]] – tae caw the crack anent the technical wirkins here * [[Wikipedia:Spellin an grammar]] – gin yer interestit in writin airticles Bi gaun throu the [[Wikipedia:Commonty Yett|Commontie Yett]] ye'll can find aw kynd o wittins adae wi uisin an eikin til the Wikipedie. For tae hae a sey shottie, veesit oor [[Wikipedia:Saundpit|Saundpit]]. '''Dinna haud yer wheesht, haud yer ain!'''<!--Template:Walcome--> [[Uiser:Mr.Murdoch78|Mr.Murdoch78]] ([[Uiser collogue:Mr.Murdoch78|tauk]]) 10:38, 16 Mey 2026 (UTC) oirhhxyh3uk5zoey0jbexopqr68ukas