AND 100% CORRECT WELL DETAILED
Samuel Orton - ANSWER a neuropathologist, noticed boys who could not read;
coined the term "strephosymbolia" to describe the problem of reversals in dyslexia.
Recognized that dyslexia was most likely neurologically based but its treatment must be
educational.
Advocated highly structured instruction.
Adolph Kussmaul - ANSWER Credited with coining the term "word blindness" to the
isolated condition affecting the ability to recognize and read text.
Rudolph Berlin - ANSWER -German physician, coined "dyslexia" to describe word
blindness-- loss of ability to read due to brain injury; applied the term "dyslexia" to describe
a "special form of word-blindness"; dys: bad, difficult, hard + lexia [Greek]: pertaining to
words, 1887
James Hinshelwood - ANSWER Ophthalmologist from Scotland who coined "congenital
word blindness"; congenital word blindness occurs in children and reflects and inherent
dysfunction, one present at birth.
Though the left hemisphere of the brain was affected in reading difficulties (area associated
with word storage.
Dr. Pringle Morgan - ANSWER England; captured the basic elements underlying what
we refer to today as developmental dyslexia.
Also wrote about "congenital word blindness" to describe school children unable to learn to
read but were otherwise bright and of average intelligence.
1
, Grace Fernald - ANSWER VAKT system; This technique is the foundation of today's
multisensory approach to instruction.
-developed the Fernald Method: the VAKT Technique for learning words that involves the
visual, auditory, kinesthetic, and tactile (VAKT) modalities. The student looks at a word while
saying and tracing it., 1920s
Anna Gillingham - ANSWER 1930 - Educational psychologist and teacher in New York;
along with Samuel T Orton at Columbia University, developed procedures for remediation of
reading, writing, and spelling. Trained one teacher at a time, began working with Sally Childs
and trained 50 teachers. Also worked with Bessie Stillman.
Aylett Cox - ANSWER Developed Alphabetic Phonics curriculum with Dr. Lucius Waites
and the staff at Texas Scottish Rite Hospital. She built off of Gillingham, adding key words and
discovery learning. Training at Dean Learning Center until 1987 (no longer in existence)
-colleague of Stilman; collaborated with Sally Childs; 1966
Sally Shaywitz - ANSWER Yale researcher who used functional magnetic resonance
imaging (fMRI) to identify the parts of the brain used in reading (by blood flow) She found
that children with learning disabilities have only an active frontal lobe whereas healthy
individuals started in the front and moved their way back in the brain.
Equal number of boys and girls affected by dyslexia 1983 Connecticut Longitudinal Study (K-
High School) on dyslexia; looked at good and poor readers, prevalence of dyslexia and if
dyslexia was a developmental lag or persistent over time; found that phonological
processing is the root of the disorder; 1980s to present
Bennett Shaywitz - ANSWER Yale researcher who used functional magnetic resonance
imaging (fMRI) to identify the parts of the brain used in reading (by blood flow) She found
that children with learning disabilities have only an active frontal lobe whereas healthy
individuals started in the front and moved their way back in the brain.
Equal number of boys and girls affected by dyslexia
-1983 Connecticut Longitudinal Study (K-High School) on dyslexia; looked at good and poor
readers, prevalence of dyslexia and if dyslexia was a developmental lag or persistent over
time; found that phonological processing is the root of the disorder; 1980s to present
2
Samuel Orton - ANSWER a neuropathologist, noticed boys who could not read;
coined the term "strephosymbolia" to describe the problem of reversals in dyslexia.
Recognized that dyslexia was most likely neurologically based but its treatment must be
educational.
Advocated highly structured instruction.
Adolph Kussmaul - ANSWER Credited with coining the term "word blindness" to the
isolated condition affecting the ability to recognize and read text.
Rudolph Berlin - ANSWER -German physician, coined "dyslexia" to describe word
blindness-- loss of ability to read due to brain injury; applied the term "dyslexia" to describe
a "special form of word-blindness"; dys: bad, difficult, hard + lexia [Greek]: pertaining to
words, 1887
James Hinshelwood - ANSWER Ophthalmologist from Scotland who coined "congenital
word blindness"; congenital word blindness occurs in children and reflects and inherent
dysfunction, one present at birth.
Though the left hemisphere of the brain was affected in reading difficulties (area associated
with word storage.
Dr. Pringle Morgan - ANSWER England; captured the basic elements underlying what
we refer to today as developmental dyslexia.
Also wrote about "congenital word blindness" to describe school children unable to learn to
read but were otherwise bright and of average intelligence.
1
, Grace Fernald - ANSWER VAKT system; This technique is the foundation of today's
multisensory approach to instruction.
-developed the Fernald Method: the VAKT Technique for learning words that involves the
visual, auditory, kinesthetic, and tactile (VAKT) modalities. The student looks at a word while
saying and tracing it., 1920s
Anna Gillingham - ANSWER 1930 - Educational psychologist and teacher in New York;
along with Samuel T Orton at Columbia University, developed procedures for remediation of
reading, writing, and spelling. Trained one teacher at a time, began working with Sally Childs
and trained 50 teachers. Also worked with Bessie Stillman.
Aylett Cox - ANSWER Developed Alphabetic Phonics curriculum with Dr. Lucius Waites
and the staff at Texas Scottish Rite Hospital. She built off of Gillingham, adding key words and
discovery learning. Training at Dean Learning Center until 1987 (no longer in existence)
-colleague of Stilman; collaborated with Sally Childs; 1966
Sally Shaywitz - ANSWER Yale researcher who used functional magnetic resonance
imaging (fMRI) to identify the parts of the brain used in reading (by blood flow) She found
that children with learning disabilities have only an active frontal lobe whereas healthy
individuals started in the front and moved their way back in the brain.
Equal number of boys and girls affected by dyslexia 1983 Connecticut Longitudinal Study (K-
High School) on dyslexia; looked at good and poor readers, prevalence of dyslexia and if
dyslexia was a developmental lag or persistent over time; found that phonological
processing is the root of the disorder; 1980s to present
Bennett Shaywitz - ANSWER Yale researcher who used functional magnetic resonance
imaging (fMRI) to identify the parts of the brain used in reading (by blood flow) She found
that children with learning disabilities have only an active frontal lobe whereas healthy
individuals started in the front and moved their way back in the brain.
Equal number of boys and girls affected by dyslexia
-1983 Connecticut Longitudinal Study (K-High School) on dyslexia; looked at good and poor
readers, prevalence of dyslexia and if dyslexia was a developmental lag or persistent over
time; found that phonological processing is the root of the disorder; 1980s to present
2
