Dyslexia is a neurobiological learning disease that disables humans to smoothly recognize words, spellings, and decoding during reading (Shehribabki & Oslund, 2018). Before the initiation of the 20th century, the term word blindness was referred to recognize the problems related to reading and writing (Shehribabki & Oslund, 2018). The concept of dyslexia has been considered as a purely medical problem at one end and a purely educational problem at the other end (Shehribabki & Oslund, 2018). For the first time in 1869, Sir Francis Galton is the first person who studied dyslexia from the educational point of view that how individuals having different abilities affect their different learning difficulties (Reeves, 2015).
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In the late 19th and early 20th century, researchers broadly used the theoretically neurological models of Kussmaul and Dejerne (Shehribabki & Oslund, 2018). In the 1930s, the term dyslexia came into being as a result of the work of an American neurologist Dr. Orton (Shehribabki; Oslund, 2018). Later on, with the growing new field of educational psychology, dyslexia became the center of interest.
In
all this time, tools and ways of reading difficulties were being studied by
researchers from the educational point of view (Lyon, 1995; Vellutino, 1979).
Until the 1970s, intelligence measurement tools were continued to be used by
researchers to assess the reading and writing flaws of children (Shehribabki;
Oslund, 2018). To react to the educational needs, appraisal of reading and
writing difficulties of children started to be assessed from educational
perspectives (Mather & Wendling, 2011). This evaluation leads to the
introduction of new methodologies of teaching for children having reading
difficulties (Shehribabki; Oslund, 2018).
The first teaching material came up in 1936 by Anna Gillingham and Bessie Stillman for the children having dyslexia but no program was given wider acceptance and much importance until the 1960s (Shehribabki; Oslund, 2018). Another method was developed in the U.S. in 1968. Lately, the Pattern method by Doman and Delacato were hugely criticized yet highly used and played a significant role in the formulation of the program for children having difficulties in learning (Shehribabki; Oslund, 2018). World Blind Center for Dyslexic Children in London was established in 1963 (Shehribabki; Oslund, 2018). Later on, U.S. also established an organization to bring the importance of dyslexia in front of everyone (Shehribabki; Oslund, 2018). This organization gained an extensive universal name and was renamed International Dyslexia Society in 1997.
Presently,
researchers, educationists, and professionals are working together for the
detection, cure, and avoidance of dyslexia (Blachman, 2013;
Mahmoodi-Shahrebabaki, 2015). Functional Magnetic Resonance Imaging and
Positron Emission Tomography is considered an effective tool widely used by
researchers for neurological studies in dyslexia (Shehribabki & Oslund,
2018). Based on present affirmations, reading difficulties, and other learning
difficulties found in neurological and developmental disfigurements are not yet
clearly separated (Shehribabki & Oslund, 2018).
Various
research works, in different fields, will bring up unlike confirmations from
different disciplines and stances in the future which should never put the fact
out of sight that when the dyslexic children are helped in educational
settings become constructive (Shehribabki & Oslund, 2018).
This article is produced by Iqra Mukhtar, one of the team members at the SOL Community.
