Dyslexia and the Brain: What Does Current Research Tell Us?
By: Roxanne F. Hudson , Leslie High , and Stephanie Al Otaiba (2007)
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning. Developmental dyslexia and how it relates to brain function are complicated topics that researchers have been studying since dyslexia was first described over a hundred years ago.
W. Pringle Morgan (cited in Shaywitz, 1996), a doctor in Sussex, England, described the puzzling case of a boy in the British Medical Journal: "Percy … aged 14 … has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been – and is now – his inability to read" (p. 98).
Almost every teacher in the United States has at least one student who could fit the same description written so many years ago. This situation leads many school personnel to wonder why their articulate, clearly bright student has so many problems with what appears to be a simple task – reading a text that everyone else seems to easily comprehend.