ormally and respond to another mind, for a textbook is essentially a mode of communication between a remote teacher and a reader" (13, 1102h). A renown linguist {Sapir 1921} long ago already remarked that the significant feature of the reading/writing process is that each element of the graphic symbolic system corresponds to a specific element in the primary system of sound. "Written language is thus a point-to-point equivalence...to its spoken counterpart" (p.20). If, thus, the written forms are secondary symbols of the spoken ones--symbols of symbols, the auditory-motor associations are probably always latent. The process of graphic symbol perception--reading, therefore, is often associated with the process of sound symbol perception. Hence, the specific problems encountered by deaf persons in learning how to read. Unfortunately, little if any adequate studies have been made {Illingworth 1974} of such outstandingly intelligent people as British physician John Hunter who could not read until he was seventeen, South African President Jan Smuts who could not read until he was twelve, Poet William Yeats who was also a very late reader, President Woodrow Wilson who learned to read at age eleven, and even educator Friedrich Fr£bel who experienced tremendous difficultly in learning to read. As to spelling, the list of famous poor spellers includes Hans Christian Andersen, Harvey Cushing, Thomas Edison, Paul Ehrlich, Henry Ford, Napoleon Bonaparte, William James, General Patton, George Bernard Shaw, Joshua Reynolds, Pablo Picasso, Auguste Rodin, William Yeats, and Henry Ford (p.149). To this day the learning-how-to-read process is somewhat of an enigma--in spite of the plethora of hypotheses which have led to instructional methodologies to which it is difficult to ascribe any success and failure to read. Maturity is supposed to lead to reading readiness automatically. The real enigma, of course, is what constitutes maturity. The Dyslexi...