or example, the word "girl" appears to be written as lrig." When this occurs it is even harder for the dyslexic to decipher the meaning of words written on a page.
Dyslexics also have problems organizing information. In the normal learning process the brain sorts through the information it receives, puts it in the right order, and organizes and integrates it so that it gets meaning out of the message (Savage, 1985, 53). In dyslexia the integration process is disturbed so the letters get mixed up in spelling, words and lines get skipped in reading, and often all of the letters are present but in the wrong order (for example, "who" becomes "how"). Events of a story and its sequence often get mixed up because information is organized awkwardly.
The aspect of spatial orientation also involves organization. Dyslexic children who systematically confuse their right side from their left side have been found to be slow in reading and spelling. One proposed explanation for this result has to do with the fact that a short-term memory component is involved in right-left discriminatory performance (Cicci, 1984, 72-72). Since dyslexics have a great deal of trouble remembering things and organizing information they also have trouble with orientation.
Another characteristic of dyslexia is the bizarre nature of the dyslexic's spelling. While plausible spelling errors involve a relatively sophisticated knowledge of the way in which sounds are represented by different letters or combinations of letters in the English alphabet, bizarre spelling is characterized by idiosyncratic rules (Miles, 1983, 63). A misspelling is plausible if it might be spelled that way but is not; for example, spelling "description" as "discription." On the other hand, a bizarre spelling error does not make use of the rules of the English language; for example, "liquid" is spelled "lquied."
Spelling errors made by dyslexics can be broken down into four cat...