When most children are initially introduced to the alphabet, they see each letter as a picture. The letter “T” might look like one stick balancing on top of the other. An “O” might look like a ring. Yet soon a child’s perception begins to change, and the concept of letters transfers from the right hemisphere of the brain to the left–the auditory-linguistic hemisphere. That’s when a “T” becomes an actual symbol that can be associated with a sound. Children with learning disabilities often have great difficulty with this transition in thinking. They are simply “stuck” in the spatial intelligence frame … Continue reading →