comes
too
quickly,
or
with
too
“dense”
an
information
load.
These
students
may
also
have
difficulties
finding
the
right
word.
Thus
they
say,
“that
thinga-
majig,”
or
“vou
know,
that
thing”
instead
of
calling
the
item
by
name.
Hidden
Signals
Sometimes
dyslexia
shows
up
most
clearly
in
the
contrast
between
weekly
spelling
test
performance
and
retention
of
spelling
over
time;
or
by
the
way
words
are
learned.
An
adult
dyslexic
savs
that
in
the
third
grade
he
passed
weekly
spelling
tests
by
memorizing
the
hist
in
sequence
as
though
it
were
a
“pic-
ture.”
As
the
words
were
dictated,
he
reproduced
the
first
line
of
that
picture,
and
so
on
line
by
line.
One
dav
he
was
caught
by
the
teacher.
He
finished
the
“picture”
before
she
got
to
the
end
of
the
word
list.
Thereafter
she
varied
the
sequence
of
the
list.
He
began
flunking
spelling
tests.
He
wonders,
“Did
she
just
think
T
was
cheating?
Why
didn't
she
recognize
it
as
a
need
for
help?”
This
same
very
bright
student
thought
the
alphabet
had
27
letters.
.
.
pqurstu
...
Since
“q”
and
“u”
are
often
placed
together
on
wall
charts
because
of
the
spelling
pattern,
he
memorized
that
in
his
alphabet
sequence.
He
still
says
“u”
for
“v”
because
the
word
vou
starts
with
“v."
His
dyslexia
therapist
was
unaware
of
this
problem
even
after
several
months
of
work,
until
the
man
explained
why
he
hesitated
during
drills.
He
was
not
illiterate;
he
scored
at
the
12th
grade
level
on
word
recognition
tests
and
read
Business
Week
regularly.
This
story
shows
that
typical
tests
and
procedures
do
not
always
reveal
the
extra
mental
steps
a
dyslexic
must
take
to
compensate
for
language-processing
ditferences.
This
man
advises
teachers
to
ask
students
how
thev
learn,
and
to
really
listen
to
their
answers,
Better
Early
Than
Late
A
concerned
mother
brought
her
first-grade
son
to
the
Andrews
Reading
Clinic
after
he
fled
school
one
day
and
walked
eight
miles
home.
This
and
other
signs
of
school
frustration
spurred
the
mother
to
action.
Early
signs
showed
the
boy
was
at
risk
for
dyslexic
confusions.
Since
the
family
lived
two
hours’
drive
from
the
clinic,
the
mother
sought
remedial
help
in
their
local
area.
How-
ever,
the
school
psychologist
believed
it
was
too
early
to
recommend
remedial
work,
especially
since
the
child
had
not
attended
kindergarten.
This
child
struggled
without
anv
help
until
fourth
grade,
when
he
attended
a
dyslexia
clinic.
Early
treatment
of
learning
disabilities
can
provide
the
gift
of
time.
It
also
results
in
fewer
language
confusions
and
stronger
self-esteem.
This
does
not
mean
pushing
children
into
stages
of
learning
for
which
they
are
not
ready
or
diagnosing
dyslexia
prematurely
based
on
immaturity.
For
teachers,
it
means
knowing
their
students
and
helping
them
learn
in
ways
best
for
them.
Finally,
when
a
parent
or
teacher
has
a
gut
feeling
that
something
is
different
about
a
child,
it
is
usually
so.
Action
should
be
taken
to
identify
the
differ-
ence
and
to
do
something
about
it.
[J
Louise
Moon,
coordinator
for
this
issue,
is
Assistant
Professor
of
Education
and
Director
of
the
University
Reading
Center
at
Andrews
University,
Berrien
Springs,
Michigan.
Mrs.
Moon
directs
the
diagnostic
and
language
retraining
services
for
university
students,
and
teaches
reading-education
methods
classes.
She
holds
an
Academic
Therapist
cer-
tificate,
and
is
the
mother
of
a
successful
adult
dvslexic
son.
NOTES
AND}
REFERENCES
''M.
B.
Rawson,
The
Many
Faces
of
Dyslexia
(Bal-
timore,
Md.:
The
Orton
Dyslexia
Society,
1988),
p.
S.
YW.
Anderson,
Presentation
at
Andrews
Univer-
sity,
Berrien
Springs,
Michigan,
October
1990.
V
Lucius
Waites,
Specific
Dyslexia
and
Other
Developmental
Problems
in
Children:
A
Synopsis
(Cambridge,
Mass.
Educators
Publishing
Scrvice,
Inc,
1990),
p.
4.
+
Ibid.
*
Rawson,
p.
5.
*
Betty
I.
Rov,
“A
Cooperative
Teacher
Education
and
Language
Retraining
Program
for
Dyslexics
in
West
Texas.”
Research
in
Action
V,
Conference,
Texas
Tech
University,
1986,
p.
4.
?
Lucius
Waites,
Specific
Development
Dyslexia
and
the
Present
State
of
the
Art.
Unpublished
Hospi-
tal
Bulletin
(Dallas:
Texas
Scottish
Rite
Hospital
for
Crippled
Children,
1983).
p.
1.
#1.
Y.
Liberman,
“Language
and
Literacy:
The
Obligation
of
the
Schools
of
Education,”
Miuimacy
With
Language
(Baltimore:
The
Orton
Dyslexia
Society,
1987),
pp.
2,
3.
®
Neuronal
migration
describes
a
process
occur-
ring
in
prenatal
brain
development
in
which
neu-
rons
are
expected
to
reach
prescribed
cortical
desti-
nations.
However,
in
the
dyslexic
brains
studied
by
Galaburda
(cited
in
Rawson,
pp.
10,
11),
some
neu-
rons
go
“out
of
bounds”
and
come
to
rest
in
the
outermost
layer
of
the
cortex,
making
little
projec-
tions
in
that
surface.
1"
Rawson,
p.
11.
I"
Rawson,
p.
5.
2
Ibid,
p.
5.
13
Personal
communication,
'*
Marv
Lee
Enfield,
"A
Cost
Effective
Classroom
Alternative
to
‘Pull
Out’
Programs,”
Intimacy
With
Language
(Baltimore:
The
Orton
Dyslexia
Society,
1987),
pp.
45-48;
K.
8.
Vickery,
V.
A.
Revnolds,
and
S.
W.
Cochran,
"Multisensory
Teaching
Approach
for
Reading,
Spelling,
Handwriting,
Orton-Gillingham
Based,
in
the
Public
School
Setting,”
Annals
of
Dvslexia
(1987),
pp.
198-200;
Lenox
Hutcheson,
Harry
Selig,
and
Norma
Young,
“A
Success
Story;
A
Large
Urban
District
Offers
a
Working
Model
for
Implementing
Mulitsensory
Teaching
Into
the
Resource
and
Regular
Classroom,”
Annals
of
Drslexia
(1990),
pp.
79-96.
5
Rov,
“A
Cooperative
Teacher
Education
and
Language
Retraining
Program.”
'*
Rawson,
p.
3.
"
Nicholas
J.
Sivaroli,
Classroom:
Reading
fven-
tory
(Dubuque,
Towa:
Wm.
C.
Brown
Publishers,
1990),
¥
Joanne
Phelps,
Lynn
Stempel,
and
Gail
Speck,
Children’s
Handwriting
Evaluation
Scale
(Dallas:
Texas
Scottish
Rite
Hospital
for
Crippled
Children).
1
Stephen
Larsen
and
Donald
Hammill,
Test
of
Written
Spelling
(San
Rafael,
Calif;
Academic
Ther-
apy
Publications,
1987.)
2
Jeannette
Jansky
and
Katrina
de
Hirsch,
Pre-
venting
Reading
Failure
(New
York:
Harper
and
Row,
1972),
pp.
58,
108.
and
educational
opportunity?
ing
test?)
writing,
or
spelling?
speech
sounds?
Teacher's
Checklist
for
Recognizing
Students
With
Language
Problems”
Is
he/she
unable
to
read
satisfactorily
in
spite
of
adequate
intelligence
Does
he/she
have
unusual
difficulty
with
handwriting?
Does
he/she
have
unusual
difficulty
in
spelling
(bevond
the
weekly
spell-
Is
he/she
able
to
recite
the
alphabet
in
sequence?
Can
he/she
write
the
alphabet
in
sequence?
Are
there
letter
reversals,
rotations,
and
transpositions
in
his/her
reading,
Has
he/she
has
a
downward
spiral
in
achievement
test
scores?
Does
he/she
confuse
directions
—
left,
right;
before,
after;
over,
under?
Does
he/she
have
difficulty
following
directions?
Does
he/she
forget
assignments
or
lose
homework
papers?
Is
he/she
unable
to
copy
accurately
from
close
up,
far
away,
or
both?
Does
he/she
have
auditory
discrimination
problems
or
confuse
similar
Does
he/she
have
no
definite
preference
for
right
or
left
hand?
Does
he/she
have
a
short
attention
span?
Is
he/she
hyperactive
and
disruptive
in
the
classroom?
Is
he/she
unusually
passive
and
withdrawn?
Does
he/she
lack
organizational
skills?
‘List
based
on
guidelines
from
the
Avlett
Royal
Cox
Institute,
Garland,
Texas.
ADVENTIST
EDUCATION
#
SUMMER
1991
7