The right-brained or dyslexic student has few of the correct memorization and processing skills they need in order to spell, read, answer questions and work with arithmetic and mathematics. The reason is that they have been taught to use abstract letters, phonetic sounds and numbers to gather information without being able to understand what these represent. The result is they are unable to process information in these forms.
Most of our words are abstract and cannot be changed into concrete images the right brain understands. For example, can you picture an image for each of the following words; “while, “since”, “November”, “being” or “Monday”? The right-brained student must be able to turn these words into whole visual images to understand them or be able to send them to long term memory so they can remember and use them properly. If it can’t, it discards them.
Our educational systems are not training dyslexics with teaching methods that will help them understand what abstract letters and numbers represent. This means that the right brain is being given information in terms it can’t process or store in long term memory; abstracts such as phonics, letters, numbers and words. The right brain needs concepts presented in terms of whole concrete images. An example would be presenting a picture of an object such as a dog, and linking it to the written word as opposed to just the word by itself. Only then will the right brain send information to the left brain where it will be changed into the form of letters, numbers, words, etc. This is the “language” of the left brain. Consequently the dyslexic students are coming up short in learning skills.
They are also not prepared for understanding cause and effect due to its abstract nature. Because of this the student will have a difficult time understanding reading, comprehending stories, mathematical word problems, science experiments, history, social studies, etc.
What is most important to understand when dealing with the right-brain issues of the dyslexic is, that all information needs to be presented in whole concrete visual images. Therefore, our teaching methodologies require a range of skills that teach in whole concrete images; whole words, whole sentences, whole paragraphs whole assignments, whole lessons and whole concepts such as printing, spelling, word images, reading a printed page, a complete lesson, answering questions and doing research.
If the right brain cannot understand and visualize the concepts in concrete images expressed in letters, words and numbers, it cannot process what it is expected to reason and learn. Instead, it just discards them.