Dyslexia in American Public Schools Research Paper

Dyslexia in American Public Schools - Research physical composition Example1). Furthermore since in our educational system successful learning requires class period ability, being dyslexic would consequently be of great disadvantage, that the need for early diagnosis and intervention of dyslexia is argued to save dyslexic children from experiencing nonstarter (Bentham, 2002, p. 72 Wadlington & Wadlington, 2005, p. 16 GB Parliament, 2006, p. 395), which studies (Turkington & Harris, 2006, p. 126 Carson-Knight, 2007, p. 37) show may cause them undue social and emotional problems. discretion Dyslexia History Most probably, dyslexia had been present since early human civilizations, but was unnoticed because the system of writing consequently is pictographic (proto-writing) unlike today, which is alphabet-based (letters), with the Latin alphabet the dominant writing system worldwide (Fischer, 2001, p. 7). Then, as societies hire become literate, the abilities to read, write and cou nt have become essential. Hence it was only then that dyslexia has begun to raise expert concerns and studies. (Riddick, 1996, p. 8) How dyslexia has gained much attention in the educational field, limitedally in the US, will be presented here in three stages 1) The Origin, 2) The apparent movement to the US, and 3) The Current Theories of Dyslexia. The Origin (17th - 18th centuries). The origin of dyslexia can be understood quest the historical accounts on the learning disabilities field (Hallahan & Mock, 2003, pp. 16-29 Wong, Graham, Hoskyn & Berman, 2008, pp. 1-3), which can be traced back to the 17th century in Europe from the works of European doctors and researchers on the relationship of brainiac injury and speech disorders Franz Joseph Gall (1809) and throne Baptiste Bouillauds (1820) localization of brain functions, Pierre Paul Brocas (1861) nonfluent aphasia, and Carl Wernickes (1874) sensory aphasia (Hallahan & Mock, 2003, p. 17). Findings of these studies have sho wn indisputably that the brain is divided into specific areas with each area tasked with specific kinds of mental/cognitive functions. Hence, it had been believed that brain damage to specific brain area would mean impairment on the given function of that area (Wong, et al., 2008, p. 2). Consequently, this had inspired studies on reading disorders leading to the discovery of reading disability and was named differently word-blindness by the German physician, Adolph Kussmaul (1877), dyslexia by the German ophthalmologist, Rudolf Berlin (1884) (Hallahan & Mock, 2003, p. 18), alexia by Charcot (1887), alexia or dyslexia by Bateman (1890) (Guardiola, 2001, p. 6), pure word blindness by the Swiss-born neurologist Joseph Dejerine (1892) (Heim & Benasich, 2006, p. 271), word-blindness and visual memory by James Hinshelwood (1895) (Ott, 1997, p. 6). From this, succeeding research studies on more specific areas of reading disability ensued William Pringle Morgans (1896) first case study on congenital word-blindness and Sir Cyril Hinshelwoods (1896-1917) first organized clinical studies of reading disorders essentially validating Broca & Wernickes areas (Wong, et al., 2008, p. 2). Thus the first theories of dyslexia had taken their form, which observably had focussed on the causes of dyslexia being attributed either to defects on the structure of the brain or to deficits on the functions of the brain (Guardiola, 2001, p. 9). The Move to America (19th-20th century). The research