ALTA CALT Exam Review Standard 6 Question and answers
100% correct 2025/2026
1. Samuel Orton a neuropathologist, noticed boys who could not read;
coined the term "strephosymbolia" to describe the problem of reversals
in dyslex- ia.
Recognized that dyslexia was most likely neurologically based but its
treatment must be educational.
Advocated highly structured instruction.
2. Adolph Kussmaul Credited with coining the term "word blindness" to the isolated
condition attecting the ability to recognize and read text.
3. Rudolph Berlin -German physician, coined "dyslexia" to describe word blindness-- loss
of ability to read due to brain injury; applied the term "dyslexia" to describe
a "special form of word-blindness"; dys: bad, diflcult, hard + lexia
[Greek]: pertaining to words, 1887
4. James Ophthalmologist from Scotland who coined "congenital word blindness";
Hinshel- congen- ital word blindness occurs in children and reflects and inherent
wood dysfunction, one present at birth.
Though the left hemisphere of the brain was attected in reading diflculties
(area associated with word storage.
England; captured the basic elements underlying what we refer to today as
5. Dr. Pringle devel- opmental dyslexia.
Mor- gan Also wrote about "congenital word blindness" to describe school
children unable to learn to read but were otherwise bright and of
average intelligence.
6. Grace Fernald VAKT system; This technique is the foundation of today's multisensory
approach to instruction.
-developed the Fernald Method: the VAKT Technique for learning words
that involves the visual, auditory, kinesthetic, and tactile (VAKT) modalities.
The student looks at a word while saying and tracing it., 1920s
,7. Anna Gillingham
,Review Standard 6
uizlet.com/_e82wnz
l psychologist and teacher in New York; along with
Columbia University, developed procedures for
ding, writing, and spelling. Trained one teacher at a
ng with Sally Childs and trained 50 teachers. Also
e Stillman.
8. Aylett Cox Developed Alphabetic Phonics curriculum with Dr. Lucius Waites and the
statt at Texas Scottish Rite Hospital. She built ott of Gillingham,
adding key words and discovery learning. Training at Dean Learning
Center until 1987 (no longer in existence)
-colleague of Stilman; collaborated with Sally Childs; 1966
9. Sally Shaywitz Yale researcher who used functional magnetic resonance imaging
(fMRI) to iden- tify the parts of the brain used in reading (by blood
flow) She found that children with learning disabilities have only an
active frontal lobe whereas healthy individ- uals started in the front and
moved their way back in the brain.
Equal number of boys and girls attected by dyslexia 1983 Connecticut Longitudinal Study (K-High
School) on dyslexia; looked at good and poor readers, prevalence of
dyslexia and if dyslexia was a developmental lag or persistent over time;
found that phonological processing is the root of the disorder; 1980s to
present
10. Bennett Shaywitz Yale researcher who used functional magnetic resonance imaging
(fMRI) to iden- tify the parts of the brain used in reading (by blood
flow) She found that children with learning disabilities have only an
active frontal lobe whereas healthy individ- uals started in the front and
moved their way back in the brain.
Equal number of boys and girls attected by dyslexia
-1983 Connecticut Longitudinal Study (K-High School) on dyslexia; looked at good and poor readers,
prevalence of dyslexia and if dyslexia was a developmental lag or
persistent over time; found that phonological processing is the root of
the disorder; 1980s to present
100% correct 2025/2026
1. Samuel Orton a neuropathologist, noticed boys who could not read;
coined the term "strephosymbolia" to describe the problem of reversals
in dyslex- ia.
Recognized that dyslexia was most likely neurologically based but its
treatment must be educational.
Advocated highly structured instruction.
2. Adolph Kussmaul Credited with coining the term "word blindness" to the isolated
condition attecting the ability to recognize and read text.
3. Rudolph Berlin -German physician, coined "dyslexia" to describe word blindness-- loss
of ability to read due to brain injury; applied the term "dyslexia" to describe
a "special form of word-blindness"; dys: bad, diflcult, hard + lexia
[Greek]: pertaining to words, 1887
4. James Ophthalmologist from Scotland who coined "congenital word blindness";
Hinshel- congen- ital word blindness occurs in children and reflects and inherent
wood dysfunction, one present at birth.
Though the left hemisphere of the brain was attected in reading diflculties
(area associated with word storage.
England; captured the basic elements underlying what we refer to today as
5. Dr. Pringle devel- opmental dyslexia.
Mor- gan Also wrote about "congenital word blindness" to describe school
children unable to learn to read but were otherwise bright and of
average intelligence.
6. Grace Fernald VAKT system; This technique is the foundation of today's multisensory
approach to instruction.
-developed the Fernald Method: the VAKT Technique for learning words
that involves the visual, auditory, kinesthetic, and tactile (VAKT) modalities.
The student looks at a word while saying and tracing it., 1920s
,7. Anna Gillingham
,Review Standard 6
uizlet.com/_e82wnz
l psychologist and teacher in New York; along with
Columbia University, developed procedures for
ding, writing, and spelling. Trained one teacher at a
ng with Sally Childs and trained 50 teachers. Also
e Stillman.
8. Aylett Cox Developed Alphabetic Phonics curriculum with Dr. Lucius Waites and the
statt at Texas Scottish Rite Hospital. She built ott of Gillingham,
adding key words and discovery learning. Training at Dean Learning
Center until 1987 (no longer in existence)
-colleague of Stilman; collaborated with Sally Childs; 1966
9. Sally Shaywitz Yale researcher who used functional magnetic resonance imaging
(fMRI) to iden- tify the parts of the brain used in reading (by blood
flow) She found that children with learning disabilities have only an
active frontal lobe whereas healthy individ- uals started in the front and
moved their way back in the brain.
Equal number of boys and girls attected by dyslexia 1983 Connecticut Longitudinal Study (K-High
School) on dyslexia; looked at good and poor readers, prevalence of
dyslexia and if dyslexia was a developmental lag or persistent over time;
found that phonological processing is the root of the disorder; 1980s to
present
10. Bennett Shaywitz Yale researcher who used functional magnetic resonance imaging
(fMRI) to iden- tify the parts of the brain used in reading (by blood
flow) She found that children with learning disabilities have only an
active frontal lobe whereas healthy individ- uals started in the front and
moved their way back in the brain.
Equal number of boys and girls attected by dyslexia
-1983 Connecticut Longitudinal Study (K-High School) on dyslexia; looked at good and poor readers,
prevalence of dyslexia and if dyslexia was a developmental lag or
persistent over time; found that phonological processing is the root of
the disorder; 1980s to present
