20 original adult observations about reading, writing, unfamiliar words and access choices. Four full bilingual guides, free. Recall only; no diagnosis or ability score.
Recall everyday written-language experiences without a performance task. Four overlapping editorial topics remain separate categorical records, not validated dimensions or a dyslexia test. Access choices are not additional symptoms.
If you choose to answer, recall the past four weeks in the language and settings you used. Select did not notice, rarely, sometimes, often or very often; choose unscored for no relevant experience, unclear recall or withholding. No reading aloud, copying, spelling or memory task is needed. Labels are not points and unscored is not zero.
Begin only if you want; leave at any time
20 original observations about the past four weeks, from recollection only. No reading aloud, spelling, copying, memory test or recreated error is needed; keep useful aids. Answers stay in this page’s memory, with no drafts, submission or questionnaire analytics. Read all four complete guides below without answering.
Original observations, not a dyslexia instrument
Twenty original descriptions are grouped into four overlapping editorial topics of five. They are not the BDA adult checklist, a published screener, diagnostic criteria or a clinical scale. No items or scoring keys are taken from the linked background sources.
The past four weeks is an editorial recall window, not a diagnostic duration. Do not create difficult reading, remove tools or reproduce errors to answer.
Categories without points
Within each topic the six category counts add to five descriptions. Numeric-looking IDs are labels. No total, mean, highest topic, few/some/many band, risk, diagnosis or proficiency is inferred. Counts describe statements, not events or errors.
No relevant experience, unclear recall and withheld answers share an explicit unscored category. It never becomes did not notice or evidence that an activity was easy.
Language, access and support
English and Chinese measurement equivalence, norms and diagnostic validity are not established. Access choices are not symptoms or proof of compensation. No label establishes intelligence, effort, neurotype, a cause or eligibility for study, work, funding or adjustments.
Ask an appropriately qualified support or assessment professional without a count, childhood proof or completed record. Keep useful aids and existing care independent of the page. The record cannot explain away new or changing health concerns or assess urgency.
Private selections, public readings
Selections remain only in current-page memory: no saved drafts, submissions, questionnaire analytics or personal result URL. Retake, exit, reload and leaving clear the record. Copy shares only the public title and entry.
The four complete guides are public before answers, unchanged by categories and available for all-unscored records. Read freely, withhold answers or stop at any point.
Four complete public guides
Read the full text without answering. The same theme explanations remain available for an entirely unscored record, after leaving midway and after completion.
Read the full original topic explanation without answers, scores or a diagnostic label. This public text is the same for every reader.
Six category counts add to five descriptions. Individual labels remain visible; unscored stays separate from did not notice. No total, average, ranking, risk band or ability conclusion.
Recall following written information
This topic contains five original adult observations about finding your place in text, reading a sentence again, understanding a short notice, connecting parts of a paragraph and needing a break. If you choose to answer, recall the past four weeks rather than testing yourself now. These are descriptions of remembered experiences in particular activities. They do not measure reading speed, accuracy, comprehension, intelligence or how hard you tried. No selection can confirm or exclude dyslexia or identify the cause of an experience.
A short notice may have unclear instructions, and a familiar-looking paragraph may use a term you have never met. The page cannot see the text, know your language experience or judge whether the setting supported you. It would be a mistake to turn an account of rereading into a permanent limit on your ability to learn. You can describe a difficult moment without accepting a label, explaining your brain or comparing your reading with another person's performance.
Five descriptions and six separate categories
The six response categories record what you remember noticing: did not notice, rarely, sometimes, often, very often and unscored. The numeric-looking category identifiers are labels rather than points. Within this topic, their six counts add to five statements, alongside the category selected for each statement. There is no total, average, highest topic, severity band or percentage of dyslexia. Choosing often for a description does not establish how many passages, minutes, mistakes or reading events occurred.
Unscored covers no relevant experience, uncertain recall or a choice not to answer. It stays separate from did not notice, because being unable or unwilling to describe an activity is not evidence that it went easily. Five unscored selections do not establish good reading or an absence of support needs. Five did-not-notice selections also cannot rule anything out. You do not need to create a reading opportunity, search old documents or reproduce a mistake in order to fill a category.
Keep the material and setting in view
If you want to put an experience into words, a bounded description can be more useful than a general verdict. For example, you might remember returning to a paragraph while reading instructions on a phone, with the next step becoming unclear. That description leaves open what was unfamiliar, how the information was presented and what else was happening. It does not require naming a condition or deciding whether attention, written language, tiredness, layout or something else caused the moment.
Familiarity, the language being used and the purpose of reading belong to the context, not to an explanation generated by the website. Reading a work message, a novel and a formal application may involve different demands. The record does not standardise those demands or compare them fairly across people. You may leave private details unspecified. There is no need to upload documents, identify a workplace, reveal another person's message or prove that a passage was objectively difficult.
Rereading is not a diagnostic result
The page has no passage to read and no examiner observing how you approach it. It cannot distinguish a reading difficulty from other possible explanations, or establish that an experience has been present throughout life. A recognised experience can be worth discussing without being specific to one condition. Equally, a person may have questions that these five descriptions do not capture. This original topic is not a substitute for an appropriately qualified assessment or a way to check an existing diagnosis.
The English and Chinese versions offer descriptions for their readers; they have not been shown to measure the same thing in the same way. Different writing systems, language histories and opportunities to read cannot be reduced to a shared clinical number here. Familiar stereotypes about reversed letters or a particular kind of learner should not be added to the record. Nothing in this topic assigns an intelligence level, a learning style, educational eligibility or suitability for a course or job.
Access choices do not need to be earned
You do not need a count from this page before asking for information in a form you can use. Depending on the situation and what is available, you may want to ask about a clearer explanation, smaller sections, audio or more time to consider written material. These are possible discussion topics, not a treatment plan or a promise that a particular change will help. You can keep an aid you already use without proving difficulty or removing it to obtain a more revealing result.
The record does not judge whether asking for help is reasonable, whether support will be provided or whether you qualify for a formal adjustment or funding scheme. Those questions depend on the relevant service and your circumstances. You are not required to disclose personal information to an employer, school or another reader because you used this page. If sharing would feel unsafe or intrusive, you can keep the conversation limited to a practical information need or decide not to share.
Questions for support without a threshold
If reading is a concern, you can ask an appropriately qualified learning-support or assessment professional what information would help them understand your experience. You do not need a high count, childhood evidence or a completed record before asking that question. Assessment routes vary; this website cannot determine who can assess you locally or what a service will conclude. The NHS adult information linked on the entry describes assessment context in its own setting, not an endorsement of this original questionnaire.
Use existing professional advice and available support independently of this record. It cannot explain away a new or changing health concern, decide that symptoms are harmless or tell you to postpone healthcare. If there is an immediate danger or you cannot stay safe, seek local emergency assistance instead of continuing. These boundaries apply regardless of what you selected or whether reading difficulty seems longstanding. A questionnaire category is neither a medical reassurance nor a decision about the urgency of your situation.
Keep a useful description without keeping a score
There is no score to improve and no schedule for repeating the observations. A different selection later might reflect what you read, what you recall, how you understood a description or which supports were available. It is not evidence of recovery, deterioration, treatment response or a change in reading ability. The four topics can overlap and are editorial groupings rather than validated independent dimensions. Choosing an access method in another topic does not confirm that an underlying difficulty was hidden or compensated for.
Answers stay only in current-page memory, with no saved draft, submission, questionnaire analytics or personal result address. Leaving, reloading, exiting and retaking clear the record. Copying the public entry shares its title and address rather than your selections. All four complete guides remain public and have the same text for every reader. You may read without answering, pause partway through or keep a plain-language question for a professional conversation without receiving a diagnostic label from the website.
Putting words on the page — Complete Reading
Putting words on the page
Read the full original topic explanation without answers, scores or a diagnostic label. This public text is the same for every reader.
Six category counts add to five descriptions. Individual labels remain visible; unscored stays separate from did not notice. No total, average, ranking, risk band or ability conclusion.
Recall turning an idea into written words
This topic contains five original adult observations about uncertainty over a written word or character, changing an unintended written form, finding an idea easier to say than write, rearranging a sentence and checking a name or term. You may recall the past four weeks without producing a new writing sample. The descriptions concern your experience of preparing text, not an examination of spelling, handwriting, grammar, language knowledge or intelligence. They cannot identify dyslexia, dysgraphia, a neurological condition or the reason a task felt difficult.
Writing a private note, a formal application and a message in a less familiar language can place different demands on someone. This page cannot see those demands or judge whether an expectation was reasonable. An experience of revising a sentence does not establish a permanent problem, and a comfortable writing experience does not rule a condition out. You can notice a specific difficulty while leaving its explanation open. There is no requirement to compare yourself with classmates, colleagues or an imagined average writer.
Categories describe recollection rather than writing quality
The available categories are did not notice, rarely, sometimes, often, very often and unscored. Their identifiers are labels, not points to add up. Each topic shows six counts that together describe five statements, followed by your category for each statement. There is no writing mark, error rate, overall score, average or high-risk band. Often means you chose that description of your recollection; it does not count errors, drafts, minutes of effort or pieces of writing.
Choose unscored if there was no relevant activity, you cannot recall it or you prefer not to answer. This is different from did not notice and is never treated as an error-free writing performance. A completely unscored topic still leaves the full guide and support information available. You do not have to retrieve an old message, inspect a school record, turn off autocorrect or attempt unfamiliar writing to make a selection. An unanswered experience does not need to become evidence for anyone.
Separate your intended meaning from the finished text
One possible description is that you knew the point you wanted to make but needed to change the order of a sentence before it expressed that point. That account records an interaction between an idea and a written form. It does not tell whether the idea was unclear, whether the task was accessible or whether more than one explanation mattered. You may keep the description this limited rather than deciding that you are bad at language or unable to express yourself.
The distinction between speaking and writing in one remembered situation is not a diagnosis or a profile of strengths and weaknesses. Spoken conversation can also be demanding, and the page does not test either activity. Likewise, a revision may be ordinary editing, a response to an unfamiliar term or something you want to ask about. The questionnaire does not choose among those possibilities. It has no sample, examiner, reference group or standardised task from which to draw a performance conclusion.
Keep language and tools in the description
A useful account may include the language you were using and whether the term was familiar, if you want to share that context. Writing systems and spelling conventions differ; this English and Chinese content has not been shown to provide equivalent measurement. A difficulty with a character cannot simply be converted into a difficulty with an English spelling pattern. The record offers words for experiences, not a universal written-language scale, a translation-based diagnosis or a judgement about proficiency in any language.
You may already use a keyboard, dictation, character suggestions, spelling support, a template or another person's help. Those choices do not invalidate a recollection, and using them does not prove that a disorder was concealed. Keep useful aids in place. You are not asked to write unaided, copy a passage, spell aloud or send the website a sample. Tool access is part of the setting and can be mentioned without turning the tool into a symptom or a test condition.
Ask about a writing task you want to complete
If you want help, a practical starting point can be the task you need to complete and what currently makes it hard to express your meaning. You might ask whether another format, clearer instructions, a template or a chance to review a draft is available. These are optional questions rather than a prescribed programme. This page cannot guarantee a service, decide which adjustment fits you or establish a right to funding, admission, employment or a particular assessment outcome.
You can describe the practical need without sharing the private content of your writing. There is no requirement to identify a client, colleague, school or family member, and no need to show a personal message as proof. You decide whether and how to approach another person. Using a public reflection page does not create a duty to disclose a diagnosis or seek one. If a proposed conversation feels unsafe, you may limit what you share or choose a different source of support.
Support can begin with a question
A qualified learning-support or assessment professional can explain what information they would need to understand a writing concern. You may ask without a high count, proof of childhood difficulty or a completed questionnaire. A full assessment and its local route are separate from this record, which is not a published diagnostic checklist. The background sources linked from the entry do not supply these original statements, validate their categories or endorse the website's topic groupings. They cannot make the record a clinical result.
Do not use the record to replace existing professional advice, stop useful support or postpone healthcare. It cannot establish that a new or changing difficulty has a harmless cause, or decide what medical attention is needed. If there is immediate danger or you cannot stay safe, seek local emergency assistance instead of completing more observations. Support is available as a question independently of every category, including an entirely unscored record. There is no need to demonstrate enough writing mistakes to deserve being heard.
A record is not a progress mark
There is no score to improve, target category or required practice schedule. Later selections may change with the writing tasks you encountered, your recollection, available tools or how you read a statement. They do not demonstrate recovery, decline, treatment response or a change in intelligence or writing ability. The four editorial topics overlap rather than form validated independent dimensions. A pattern across them cannot establish dyslexia, a separate writing disorder, a hidden strength or a fixed limit on education and work.
Your selections stay only in current-page memory. There is no saved draft, submission, questionnaire analytics or private result URL; exit, retake, reload and leaving clear the record. The public-entry copy contains only a title and address. All four full guides are available before answering and show the same text to every reader. You may stop after finding a useful description, read without selecting anything or bring an ordinary-language question to a professional conversation without accepting a diagnosis from the page.
Unfamiliar words and short sequences — Complete Reading
Unfamiliar words and short sequences
Read the full original topic explanation without answers, scores or a diagnostic label. This public text is the same for every reader.
Six category counts add to five descriptions. Individual labels remain visible; unscored stays separate from did not notice. No total, average, ranking, risk band or ability conclusion.
Recall unfamiliar words and short written sequences
These five original adult observations concern a written term interrupting your flow, uncertainty about how a word would be said, looking back at a short sequence, following several instructions and noticing a changed order while copying. Recall only experiences from the past four weeks if you choose. The page asks you to remember an experience, not to pronounce a word, repeat a sequence or copy text now. It does not measure phonological processing, memory capacity, reading accuracy or a diagnostic feature of dyslexia.
An unfamiliar abbreviation, a name in a language you rarely use and a sequence of instructions are different kinds of material. The questionnaire cannot make them equivalent or identify the source of uncertainty. You can describe being unsure without deciding that a processing system is impaired. The descriptions are not evidence of low intelligence, poor effort or an inability to learn a subject. They also do not establish a special strength, a neurotype or a reason you should choose or avoid a job.
Keep each category in its own place
The six labels range from did not notice through rarely, sometimes, often and very often, with a separate unscored option. Labels are not numerical points. Their counts add to five descriptions in this topic, and the individual selections remain visible. The record has no total, average, percentage, risk band or ranking across topics. A count of descriptions is not a count of missed instructions, transposed characters, pronunciation errors or minutes of difficulty, and it cannot provide a probability of dyslexia.
Unscored means no relevant experience, uncertain recall or withholding an answer. It remains separate from did not notice, even if every statement is unscored. A person who did not encounter unfamiliar written terms has not demonstrated easy pronunciation or reading. You do not need to find a rare word, read aloud to someone, create a memory challenge or inspect an old mistake to complete the page. Leaving a description unscored is an available answer, not a failure to supply usable evidence.
An unfamiliar word is part of a context
You might remember pausing at a term in instructions for something new. That account says which part of an activity interrupted the flow; it does not say why. Knowing a spoken word, recognising its written form and knowing a technical meaning are not identical experiences, but this page does not test or separate those processes. You may keep the description at the level you actually recall, without inventing an explanation about sounds, visual processing or how your brain is organised.
Language history matters to what counts as familiar. A term may be ordinary to one reader and new to another, and a writing system may offer different clues about pronunciation. The bilingual descriptions have no established cross-language measurement equivalence. They must not be treated as matching clinical tasks or a universal phonological score. Neither selecting uncertainty nor selecting did not notice establishes proficiency in English, Chinese or another language. The website has no language test or reference sample to support such a conclusion.
Following instructions does not isolate memory
If several written instructions left you unsure about the next step, you can describe that uncertainty without labelling it a memory deficit. The instructions may have been unfamiliar, hard to find or unclear about their order. Other demands may also have mattered. The page cannot choose among those explanations or determine that the sequence was reasonable. It does not observe what you read, how long you had to consider it or whether a useful reference remained available while you were acting.
The separate existing executive-function form elsewhere on the site retains its own items and reading method. These five descriptions do not reproduce that form, add to its raw sums or establish a combined working-memory result. Looking back at written material can be an access choice rather than evidence of impairment. You do not need to remove the reference, hold more information in mind or test how much you can repeat. A remembered copying error is also not a standardised assessment of sequencing.
Keep useful references available
If you want to discuss a practical need, you could ask whether instructions can stay available, be divided into smaller parts or be explained in another form. Those are optional questions for a particular setting, not a treatment programme or a test of willingness to improve. This page cannot know which arrangement is available or useful for you. You can retain tools and references you already use without proving an underlying condition or making your task harder for the sake of an observation.
No count creates a right to an adjustment, funding or a particular educational or employment decision. Services and assessment routes have their own requirements, which this page does not determine. You can ask what is possible while keeping private names, documents and messages out of the conversation. There is no need to show a mistake, reveal a diagnosis or disclose to an employer because you used this guide. You choose the amount of information you want to share and may choose not to share.
Ask about concerns without proving a pattern
You may ask an appropriately qualified learning-support or assessment professional how they would explore a concern about written words or instructions. A high count, childhood record or completed questionnaire is not required before asking. This original inventory is not a published dyslexia checklist, and its four overlapping topics are not validated independent dimensions. The linked NHS and British Dyslexia Association background concerns broader assessment context; it does not validate these original statements, provide their scoring or endorse an interpretation of your categories.
The record cannot rule out a health concern, decide that a new or changing difficulty is harmless or replace existing professional advice. Keep appropriate care and support independent of the page; do not postpone them because a category seems reassuring. If there is immediate danger or you cannot stay safe, seek local emergency assistance instead of continuing. This support boundary applies before any answers and for every possible record. You do not need to produce enough uncertainty or mistakes to deserve a conversation.
Leave without a score to monitor
There is no target category, score to improve or required schedule for returning. Different selections later can reflect different terms, instructions, activities, tools, recall or interpretations of a description. They do not demonstrate treatment response, decline, recovery or a change in memory or reading ability. The four topic counts cannot be combined into a neurotype, a clinical profile or evidence that support methods are compensating for a hidden disorder. A useful description can stay limited to a remembered situation and an open question.
Selections stay in current-page memory only. The page saves no draft, submits no answers, performs no questionnaire analytics and creates no private result address. Leaving, reload, exit and retake clear the record; the public-entry copy contains only its title and address. All four guides are public before answering and use the same text for every reader. You may stop, leave descriptions unscored or read without a questionnaire. Nothing requires you to obtain a diagnosis, explain your brain or demonstrate a processing difference.
Ways of accessing written information — Complete Reading
Ways of accessing written information
Read the full original topic explanation without answers, scores or a diagnostic label. This public text is the same for every reader.
Six category counts add to five descriptions. Individual labels remain visible; unscored stays separate from did not notice. No total, average, ranking, risk band or ability conclusion.
Recall how you accessed written information
This topic contains five original adult observations about choosing audio, using speech input or help recording an idea, using writing suggestions, dividing information into smaller parts and changing a task's format or timing. You may recall the past four weeks without changing anything you currently use. These are access methods and practical choices, not additional symptoms of dyslexia. Using an aid does not prove a hidden disorder, while not using one does not demonstrate that reading or writing was easy or that support was unnecessary.
A method may be chosen for convenience, availability, preference, fatigue, the demands of a task or reasons the page cannot know. The record cannot decide which explanation applies. It should not turn a sensible choice into a clinical clue, a special learning style or a judgement about independence. You may describe what helped you reach information without proving that you could not manage another way. There is no ranking of more legitimate or less legitimate ways to read, write or ask for assistance here.
Five descriptions are not five points for difficulty
Choose among did not notice, rarely, sometimes, often, very often and unscored. These are categorical labels rather than points. Their counts add to five statements for this topic and sit beside the individual selections. There is no sum, mean, highest topic, risk band, percentage or support-needs score. Often using audio does not establish frequent reading failure, and rarely using a writing aid does not establish writing accuracy. Counts describe selected statements, not how many tools, tasks, minutes or successful activities you had.
Unscored includes no relevant experience, uncertain recall and a preference not to answer. It is kept separate from did not notice. Not having access to a particular tool is not the same as choosing not to use it, but this short record cannot determine which happened. You may leave the item unscored without explaining that difference. Do not buy software, try a new device, ask someone to watch or remove familiar aids simply to supply an answer for a public reflection page.
Describe the task rather than a presumed deficit
A bounded description could be that listening to information made a particular task more manageable that day, or that dividing instructions helped you find the next step. It need not become a statement that you cannot read or that one format is always best for you. The same method may work differently in another setting. This page does not compare formats, test their effects or identify an underlying cause; it only offers language for a remembered choice in context.
Practical context can include whether the information was available in another form and whether you had a chance to use it. You may mention that context if useful, without a detailed personal history. There is no requirement to show an unaided baseline or prove that an aid changed a result. An accessible route is not less genuine because it is easier to use. The website cannot certify that a method is effective, safe, universally suitable or evidence of a particular learning profile.
Available options shape what can be chosen
Some situations provide audio, dictation, clear templates or help from another person; others do not. A selection cannot tell whether an option was accessible, affordable, private or permitted in the setting. The record therefore cannot measure unmet need or decide that you made the best available choice. It also cannot infer avoidance, dependence or lack of effort from the format you used. You do not owe the page an explanation of your resources, workplace rules or arrangements with another person.
The English and Chinese descriptions have no established measurement equivalence. Tools may offer different features across languages, devices and writing systems. A frequent selection in one language is not comparable with the same label from someone writing in another language. There is no cross-language norm or proficiency score. Nor can the other three topics turn these access choices into a clinical pattern. Four overlapping editorial groupings remain descriptions, even when displayed together on a page.
Ask about access without earning it through a record
You can ask whether another format or clearer information is available without a high count or a diagnostic label from this website. A practical question might concern a particular document, task or way of responding. The guide does not prescribe a tool, a training plan or a treatment, and it cannot guarantee that any change will help. Keep existing useful arrangements in place while considering what you want to ask. There is no instruction to challenge yourself by returning to a less usable format.
A question about access is different from a claim about formal entitlement. Local education, employment, assessment and funding services have their own processes, which this page does not determine. You may ask what is possible without sharing private writing or a personal history. No category requires disclosure to an employer or another reader. If you choose to seek help, you can decide what to share, whom to approach and whether a conversation feels appropriate and safe in your circumstances.
Support is independent of every selection
If you have concerns about reading or writing, you may ask an appropriately qualified learning-support or assessment professional what information would be useful. You do not need enough difficulty, proof from childhood or a completed questionnaire. This original inventory is not a diagnostic checklist, and access choices cannot confirm or rule out dyslexia. The linked background information describes broader assessment and support contexts; it supplies no original items, scoring key, evidence of validity or endorsement for these four topics.
Do not use a record to postpone healthcare, alter existing care or dismiss new or changing health concerns. The page cannot determine medical need, urgency or that a difficulty is harmless. If there is immediate danger or you cannot stay safe, seek local emergency assistance rather than continuing the observations. These limits apply to all selections, including a completely unscored record. Asking a professional question does not require first withdrawing useful assistance, demonstrating failure or collecting a larger number of difficult experiences.
Keep options without turning them into a score
There is no preferred category, target total or schedule for monitoring these methods. Using more aids later could reflect better access, different tasks or many other circumstances; using fewer could also have several explanations. Neither change demonstrates improvement, deterioration or treatment response. The page cannot decide whether you became more independent or whether support stopped being necessary. A useful outcome may simply be finding a way to describe an information need while leaving diagnosis, ability and future choices open.
Your answers remain in current-page memory only, without stored drafts, submission, questionnaire analytics or a private result URL. Exit, retake, reload and leaving clear the record. Copying the public entry shares only its title and address, not your selections. All four complete guides stay public before answers and show the same text to every reader. You can read without answering, stop at any point or keep a useful question without receiving a clinical explanation or an instruction to change how you access information.
Frequently asked questions
Can this tell me whether I have dyslexia?
No. These original observations cannot confirm or exclude dyslexia or identify a cause. They are not a published diagnostic checklist, examination or substitute for an appropriately qualified assessment.
Do I need to read, spell or copy something now?
No. Recall only. Keep useful aids, do not recreate errors and use unscored for unclear recall, no relevant experience or withholding. No samples are requested or uploaded.
Are support methods extra symptoms?
No. Audio, speech input, writing suggestions and format choices are access methods. Their use or absence does not establish a disorder, independence, eligibility or a special learning style.
Must I finish or reach a count before asking for support?
No. Support questions and all four guides are available without answers or a threshold. The page cannot decide medical need or urgency. If there is immediate danger or you cannot stay safe, seek local emergency assistance instead of continuing.
Are English and Chinese results comparable?
No measurement equivalence, norms or diagnostic validity are established. Languages, writing systems, tasks and tools differ; categorical records are not proficiency scores or cross-language comparisons.
These sources describe broader adult reading-related assessment and support context. They supply no items, scoring key, validation, diagnosis or endorsement for this original inventory, and cannot determine the cause of a category.
Original content edition fm_written_language20_observations_v1 ·