History of Dyslexia

1. Early Observations (Late 19th Century)

The first known descriptions of dyslexia date back to the late 1800s. Importantly, these early observations came from physicians, not educators.

• Adolf Kussmaul (1822–1902) – German physician and professor of medicine. In 1877, he described “word blindness”: individuals who could see and understand objects but had difficulty reading.
• Oswald Berkhan (1834–1917) – German physician and neurologist, who in 1881 documented children with normal intelligence who nevertheless struggled to read.

Key points:

• Reading difficulties occurred despite normal intelligence, highlighting a distinct cognitive pattern.
• Initially thought to be a visual problem, later research clarified dyslexia is primarily a language-based disorder.

Note: No educators or educational specialists were involved at this stage; understanding came solely from medical observations.

2. The Term “Dyslexia” (1887)

• Rudolf Berlin (1833–1897) – German ophthalmologist. Coined the term “dyslexia”.
• Etymology: “dys” (difficulty) + “lexis” (words) → difficulty with words.
• Focused on children with normal vision and intelligence who struggled with reading.

3. Early 20th Century (1900s–1930s)

• Samuel Orton (1879–1948) – American neuropsychologist and pathologist, studied children with reading difficulties.
• Proposed dyslexia arises from brain language centers rather than eyesight.
• Introduced “strephosymbolia” (“twisted symbols”) to describe letters appearing confusing or reversed.
• Early remedial reading programs were based on repetition but were not cures and only partially effective.

4. Mid-20th Century (1940s–1960s)

• Research expanded to cognitive and linguistic aspects.
• Psychologists developed standardized tests for reading ability.
• Instruction focused on phonics-based methods, but not a cure and partially effective.

5. Neuropsychological Advances (1970s–1980s)

• Brain imaging and neurological research studied dyslexic brains processing language.
• Dyslexia increasingly seen as a neurobiological disorder affecting phonological processing.
• International Dyslexia Association promoted awareness and resources.
• No treatment fully cured dyslexia.

6. Modern Understanding (1990s–Present)

• Recognized as a common, lifelong condition affecting reading, spelling, and writing.
• Occurs across languages and cultures, unrelated to intelligence.
• Research focuses on genetics, brain imaging, and structured multisensory interventions like Polly Speaks 4U.
• Modern focus: supporting strengths, reducing anxiety, and promoting confidence.

Key Milestones

Dyslexia has evolved from a mysterious “word blindness” to a well-understood language-based learning difference. Historical misconceptions about intelligence and vision have been replaced with evidence-based understanding of neurological and cognitive factors. Modern tools, teaching methods, and awareness campaigns continue to empower dyslexic learners worldwide.