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Period: to
European Foundation Period
In Europe, researchers were creating the basis of reading disabilities including dyslexia, word/text blindness (Hallahan & Mercer, 2001) and visual processing difficulties (Sears, n.d.) -
Brain Injuries and Expressive Language Disorders
Franz Joseph Gall, a surgeon for Napoleon, found a link between soldiers with brain injuries and expressive language disorders. He published these findings in 1822 (Carlson, 2005). -
Kussmaul and Word/Text Blindness
Adolph Kassmaul created the phrase "word blindness" for individuals who lose the abilit to read. Today this is known as "alexia" (Carlson, 2005). -
Dyslexia vs. Alexia
John Hinshelwood studied the difference between alexia and dyslexia (Carlson, 2005). During his research, he found where the brain processes reading: angular gyrus (Hallahan & Mercer, 2001). -
Period: to
U.S. Foundation Period
With a high number of students who were delayed in reading (Sutherland, 1922), there was a push for research in the diagnosis and instruction of students with reading disabilities (Hallahan & Mercer, 2001). The IQ discrepancy model was first used (Porteus & Herrick, 1941). -
Kinethetic and Visual Teaching Methods
Grace Fernald published a report on the positive effects of kinesthetic and visual teaching mehtods on word recognition, including finger tracing difficult words (Carlson, 2005). -
Period: to
Emergent Period
There was an increase in curriculum and materials, federal involvement, and organizations for students with learning disabilities (Hallahan & Mercer, 2001). This led to a change in how the public saw reading disabilities (Carlson, 2005). -
Term "Learning Disabilities"
Samuel Kirk first uses the term "learning disabilities" while speaking with a group of parents. Despite the fact the Kirk did not like labels, his term has become the most used label in special education (Hallahan & Mercer, 2001) -
Discrepancy Model Reintroduced
Barbara Batemen reinstroduced the discrepancy model to determine if students have a reading or other learning disability (Hallahan & Mercer, 1965). -
Children with Specific Learning Disabilities Act
The federal government passed the Children with Specific Learning Disabilties Act. This act supported services for students with reading disabilities (Hallahan & Mercer, 2001). -
Public Law 91-230: Education of the Handicapped Act
The Education of the Handicapped Act allowed the U.S. Department of Education to give financial grants to support teachers in educating students with reading and other learning disabilities (Hallahan & Mercer, 2001). -
Public Law 94-142: Education for All Handicapped Children Act
The Education for All Handicapped Children Act made learning disabilities, including reading, an offical special education category. As a ressult, students and schools would receive funding for special education services. The federal government continues to use the definition of learning disabilities developed in this period (Hallahan & Mercer, 2001). -
Period: to
Solidification Period
A clear definition for learning disabilities was established, the federal government had a larger role with more funding (Hallahan & Mercer, 2001), and there was a push for reading comprehension for all students (Sears, n.d.). -
Period: to
Turbulent Period
After the basis of reading disabilities was established, there was an over-identification of students, concerns in identification and instruction, and a push for a new inclusive model of special education services (Hallahan & Mercer, 2001). -
Increase in Students Identified as LD
The amount of students identified as having a learning disability doubled since 1977 due to misdiagnosis, especially in minorities (Hallahan & Mercer, 2001).
