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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.)
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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).
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Adolph Kassmaul created the phrase "word blindness" for individuals who lose the abilit to read. Today this is known as "alexia" (Carlson, 2005).
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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).
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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).
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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).
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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).
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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)
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Barbara Batemen reinstroduced the discrepancy model to determine if students have a reading or other learning disability (Hallahan & Mercer, 1965).
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The federal government passed the Children with Specific Learning Disabilties Act. This act supported services for students with reading disabilities (Hallahan & Mercer, 2001).
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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).
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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).
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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.).
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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).
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The amount of students identified as having a learning disability doubled since 1977 due to misdiagnosis, especially in minorities (Hallahan & Mercer, 2001).
