What is the history of Dyslexia?

Dyslexia is a learning disorder that affects the ability to read, write, and spell. It is estimated that around 10% of the population worldwide has dyslexia, making it one of the most common learning disabilities.

The history of dyslexia dates back to the late 19th century when it was first recognized by physicians. However, it wasn't until the 20th century that dyslexia started to gain more attention and understanding.

In the early 20th century:

In 1896, a British physician named W. Pringle Morgan described a case of a boy who had severe difficulties with reading and writing but showed no signs of intellectual impairment. This was one of the earliest documented cases of dyslexia.

In the 1920s, Samuel T. Orton, an American neurologist, began studying children with reading difficulties. He proposed that dyslexia was caused by a neurological impairment rather than a visual problem, as was previously believed.

In the mid-20th century:

In the 1940s, Anna Gillingham and Bessie Stillman developed a teaching method known as the Orton-Gillingham approach. This structured and multisensory approach aimed to help dyslexic individuals learn to read and write by engaging multiple senses.

In the 1960s, research by Alfred A. Strauss and Sally Shaywitz provided further evidence that dyslexia was a neurological disorder. They used brain imaging techniques to show differences in brain activation patterns between dyslexic and non-dyslexic individuals.

In the late 20th century:

In the 1970s, the term "dyslexia" gained widespread recognition and acceptance. Organizations such as the International Dyslexia Association (IDA) were founded to promote research, education, and support for individuals with dyslexia.

In the 1980s, advancements in technology allowed for the development of computer-based interventions for dyslexia. These interventions utilized interactive and adaptive programs to help dyslexic individuals improve their reading and writing skills.

In the 21st century:

Research on dyslexia continues to advance our understanding of the disorder. Neuroimaging studies have revealed more specific differences in brain structure and function in individuals with dyslexia.

Today, there is a greater emphasis on early identification and intervention for dyslexic individuals. Schools and educational institutions have implemented specialized programs and accommodations to support students with dyslexia.

In conclusion, dyslexia has a rich history of research and understanding that has evolved over the past century. From the early recognition of the disorder to the development of effective teaching methods and interventions, our understanding of dyslexia has come a long way. However, there is still much to learn and improve upon in order to provide the best support and opportunities for individuals with dyslexia.