Figure
1.
Carrie’s
Spelling
Lesson
LD
het
do
you
Waat
ty
be
When
You
grow
up
g
L
wat
of
he
4
racted
you
fhow
a
REED
how
nas
oMmes
ard.
bil
lbng
.
7
Ife
raw.
is
#n
0
You
be
0
.._
dra.
horves,
lower
Q
you.
GD
be”
a
ie
fog
dad
v
fun
h
Qlawing
o
°
ome
Figure
2.
Ann
Example's
Writing
Sample
in
dealing
with
written
language
sym-
bols.
Dyslexics
have
trouble
associating
abstract
symbols
with
sounds
because
they
cannot
readily
identify
the
separate
sounds
within
words.?
For
them
a
word
with
three
sounds
like
bat
is
no
easier
to
divide
into
discrete
parts
than
is
“MMMMMMM.”
Consequently,
it
is
dif-
ficult
for
dyslexics
to
remember
word
sequences.
For
them,
“bat”
is
no
more
logical
than
“tab”
or
“bta,”
and
“what”
could
just
as
soon
be
“that.”
Overall,
dyslexics
have
a
weak
visual
memory
for
words.
However,
some
of
them
do
well
in
processing
and
remem-
bering
other
forms
of
visual
infor-
mation—for
example,
concrete
three-
dimensional
information
or
nonverbal
abstract
visual-spatial
information.
Dyslexics’
problems
with
sound
analy-
sis
seriously
affect
their
spelling
ability.
Compare
nine-year-old
Carrie's
work
in
Figure
1
with
teacher's
comment
to
“Listen
to
the
sentence,”
and
“You
don't
have
time..."
Research
in
neuroscience
has
pro-
vided
important
facts
about
dyslexia:
1.
Structural
differences
in
the
brains
of
dyslexic
persons
were
noted
by
Galaburda
at
Harvard
Medical
School.
In
dyslexics,
the
language
portions
of
the
right
and
left
hemis-
phere
of
the
brain
are
symmetrical.
This
is
not
typically
the
case
in
the
nondyslexic
population.
In
addition,
dyslexics
have
different
neuronal
migration.”
This
variation
appears
to
begin
at
about
the
16th
week
of
fetal
development.
Neuronal
migra-
tion
continues
over
the
next
eight
weeks
in
an
atypical
pattern,
due
to
a
different
“genetic
blueprint”
for
the
dyslexic
person.!©
2.
Alarge
percentage
of
dyslexia
cases
have
a
genetic
basis.
3.
Dyslexia
occurs
more
often
in
fami-
lies
with
a
high
incidence
of
mixed
or
left
handedness.
Dyslexics
seem
to
be
prone
to
more
than
their
share
of
allergies
and
other
immune
dis-
orders.!!
4.
Certain
special
talents
and
inherent
gifts
occur
with
greater
frequency
among
the
dyslexic
population,
These
are
often
the
talents
that
require
a
strong
three-dimensional
spatial
aptitude.’?
In
spite
of
their
written
language
difficulties,
dyslex-
ics
may
have
other
language
talents,
such
as
ability
to
orally
express
ideas
with
clarity
and
creativity.
Dvlexics’
cognitive
and
rational
capacities
are
generally
good
or
even
superior.
Dyslexia
and
Related
Learning
Differences
Dyslexics
often
have
other
learning
problems.
These
include
the
following:
ADVENTIST
EDUCATION
®
SUMMER
1991
8