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Identified by Oswald Berkhan in 1881, the term 'dyslexia' was later coined in 1887 by Rudolf Berlin, an ophthalmologist practicing in Stuttgart, Germany. He used the term to refer to a case of a young boy who had a severe impairment in learning to read and write in spite of showing typical intellectual and physical abilities in all other respects. In 1896, W. Pringle Morgan, a British physician, from Seaford, East Sussex published a description of a reading-specific learning disorder in a report to the British Medical Journal titled "Congenital Word Blindness". This described the case of a 14-year-old boy who had not yet learned to read, yet showed normal intelligence and was generally adept at other activities typical of children of that age. ==1900-1950== During the 1890s and early 1900s, James Hinshelwood, a British ophthalmologist, published a series of articles in medical journals describing similar cases of congenital word blindness, which he defined as "a congenital defect occurring in children with otherwise normal and undamaged brains characterised by a difficulty in learning to read." In his 1917 book ''Congenital Word Blindness'', Hinshelwood asserted that the primary disability was in visual memory for words and letters, and described symptoms including letter reversals, and difficulties with spelling and reading comprehension. In 1925 Samuel T. Orton, a neurologist who worked primarily with stroke victims, met a girl who could not read and who exhibited symptoms similar to stroke victims who had lost the ability to read. Orton began studying reading difficulties and determined that there was a syndrome unrelated to brain damage that made learning to read difficult. Orton called his theory strephosymbolia (meaning 'twisted signs') to describe individuals with dyslexia had difficulty associating the visual forms of words with their spoken forms.〔 〕 Orton observed that reading deficits in dyslexia did not seem to stem from strictly visual deficits. He believed the condition was caused by the failure to establish hemispheric dominance in the brain. He also observed that the children he worked with were disproportionately left- or mixed-handed, although this finding has been difficult to replicate. Influenced by the kinesthetic work of Helen Keller and Grace Fernald, and looking for a way to teach reading using both left and right brain functions,〔 Orton later worked with psychologist and educator Anna Gillingham to develop an educational intervention that pioneered the use of simultaneous multisensory instruction. In contrast, Dearborn, Gates, Bennet and Blau considered a faulty guidance of the seeing mechanism to be the cause. They sought to discover if a conflict between spontaneous orientation of the scanning action of the eyes from right to left and training aimed at the acquisition of an opposite direction would allow an interpretation of the facts observed in the dyslexic disorder and especially of the ability to mirror-read. To this end the authors asked four adults to read a text reflected in a mirror for ten minutes a day for five months. In all subjects, the words were not perceived in their globality but required a meticulous analysis of the letters and syllables. They also demonstrated total or partial inversions even sometimes affecting the order of the words in a sentence. They revealed a curious impression of not just horizontal but also vertical inversions. These are errors that exist amongst people with dyslexia and they suffer from the aggravating circumstance inherent in all learning. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「History of dyslexia research」の詳細全文を読む スポンサード リンク
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