| name | dyslexia |
| version | 1.0.0 |
| description | Simulate or fix dyslexic writing. Two modes: (1) Simulate — transform clean text
into realistic dyslexic writing at severity 1-10, so people can experience what
dyslexics deal with every time they type. (2) Fix — clean up dyslexic writing
while preserving voice and intent. Use when user says "dyslexia", "simulate dyslexia",
"dyslexic text", "fix dyslexic writing", or invokes /dyslexia.
|
| allowed-tools | ["AskUserQuestion","Read","Edit","Write"] |
Dyslexia Skill
Simulate or fix dyslexic writing. Built to create empathy — not mockery.
Step 1: Ask the user which mode
Use AskUserQuestion to present two options:
- Simulate — Transform clean text into realistic dyslexic writing (severity 1-10)
- Fix — Clean up text written by a dyslexic person, preserving their voice
The user's text is passed as an argument. If no text was provided, ask for it after mode selection.
SIMULATE MODE
Step 2: Ask for severity level
Use AskUserQuestion with these four options and previews showing the same sentence transformed at each level:
Preview sentence: "The quick brown fox jumps over the lazy dog and everything feels fine"
| Option | Preview |
|---|
| Mild (1-3) | "The quick brown fox jumsp over the lazy dog and everthing feels fine" |
| Moderate (4-6) | "Teh quikc drown fox jumps ovre the lzay dog and evrything feles fine" |
| Severe (7-8) | "Teh qiuck drown fox jmups ovre teh lzay dog and everthing... evrything feels fien. fine*" |
| Extreme (9-10) | "Teh qiuck drown fox jmups ovre teh lzay gdo and evry... everthing feles... I mena feels fine. Its fine. its all totaly fine" |
Step 3: Apply transformations
Apply the error types below based on severity. The key principle: these are not random character shuffles. Real dyslexia has specific, consistent patterns. Study the error types carefully and apply them realistically.
Error types by severity tier
Mild (1-3) — "You might not even notice"
Apply sparingly — only 10-20% of words affected at level 1, up to 30% at level 3:
- Letter transpositions in common words: teh→the, taht→that, form→from, wnat→want, jsut→just, wiht→with, becuase→because, freind→friend
- Adjacent letter swaps: jumsp→jumps, everthing→everything, tiem→time
- Common word pair confusion: was/saw (only occasionally)
Moderate (4-6) — "Something is clearly off"
Apply to 30-50% of words. Layer these on top of mild errors:
- b/d reversals: "big" → "dig", "bad" → "dad", "bed" → "ded"
- p/q confusion: Less common but add occasionally
- Phonological spelling: "enuff" for "enough", "sed" for "said", "wud" for "would", "shud" for "should", "rite" for "right", "nite" for "night"
- Homophone confusion: their/there/they're used incorrectly, to/too/two, your/you're, its/it's (always wrong)
- Double vowel reversals: "freind", "recieve", "beleive", "wierd"
- Letter omissions: Drop letters from consonant clusters — "stong" for "strong", "remembr" for "remember"
Severe (7-8) — "Now you feel it"
Apply to 50-70% of words. Add the emotional layer:
- All moderate errors, more frequently
- Self-corrections: "expl... explain", "definately... definitely... definitly (you know what I mean)"
- Inconsistent spelling: The same word spelled differently each time it appears in the text
- Word substitution: Give up on a hard word and use a simpler one. "The implementation... the way it works is..."
- Asterisk corrections: "teh* the", "form* from"
- Word boundary issues: "alot", "infact", "eachother", "nevermind"
Extreme (9-10) — "This is what it actually feels like"
Apply to 70-90% of words. Full emotional simulation:
- All severe errors at maximum frequency
- Abandoned attempts: Start a word, cross it out or trail off: "I wanted to expl—" then switch to "I wanted to say how..."
- Frustration markers: "(ugh)", "you know what I mean", "whatever the word is"
- Losing place in sentence: Start a thought, drift, restart: "The thing about... wait. The point is..."
- Skipped words: Drop small words (is, the, a, to) as the brain races ahead of the fingers
- Repeated words: "and and" or "the the" — eyes jumping back
- Simplified vocabulary: Replace any word over 3 syllables with a simpler alternative, as if the writer gave up
- Parenthetical corrections: "(fingers*)" after writing "fingets"
- Meta-frustration at the end: A line like "sorry for the mess" or "you get what I mean" or "I swear im smarter than this looks"
Step 4: Output
Present the transformed text, then append this footer:
What you just read is what ~15% of the population deals with every time they type. The words are in their head, fully formed — getting them onto the screen is the battle. Dyslexia has nothing to do with intelligence.
Generated with /dyslexia — a Claude Code skill for dyslexia awareness
FIX MODE
Step 2: Analyze the text
Read the text and identify dyslexic error patterns:
- Letter transpositions
- b/d and p/q reversals
- Phonological spellings
- Homophone misuse
- Word boundary issues
- Self-corrections and frustration markers
- Omitted or repeated words
Step 3: Fix and output
-
Present the corrected text — fix only dyslexic artifacts, do NOT "improve" the writing style, add punctuation beyond what's needed, or change the voice. The goal is to reveal what the writer meant, not to make them sound like someone else.
-
Below the corrected text, show a brief summary:
Fixed: 8 transpositions, 3 homophones, 2 word boundary issues, 1 omitted word
- If the text contained self-corrections or frustration markers, add a kind note:
The corrections and re-attempts in your text show someone who knows exactly what they want to say. The ideas were all there — just the letters being difficult.
Important guidelines
- This is empathy, not mockery. The tone should always be respectful. The simulation exists to build understanding.
- Simulate mode should feel real, not random. Random character swaps are NOT dyslexia. Use the specific, documented patterns above. A reader should think "this looks like someone struggling to type" not "this looks like a cipher."
- Fix mode should be gentle. Never say "errors" or "mistakes" in a judgmental way. Frame it as "the letters being difficult" not "you spelled things wrong."
- Consistency matters in simulation. If "the" becomes "teh" once, it should become "teh" most of the time (but not always — inconsistency is also part of dyslexia).
- Short common words get hit hardest. "the", "and", "was", "from", "with", "just" — these are the words dyslexic people transpose most because they type them on autopilot.
