Abstract
NEARLY a century has passed since the first published observation that some otherwise normally intelligent children have specific difficulty learning to read. The intervening years have seen both an intense search for the mechanism of this disorder and an ongoing debate about whether it exists. There have been a number of developments in this field since I last discussed these issues.1 The disorder was first termed "congenital word blindness" by British ophthalmologists, and for several decades it was assumed to be primarily visual. Then, in the 1930s, the American neurologist Samuel Orton called attention to the frequent association between reading . . .
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
