Dyslexia, dysgraphia, and other cognitive “disorders” have been intensely studied over the decades, yet they are still poorly understood. My hypothesis is as follows: Dyslexia and dysgraphia are products of cultural constructs set in stone by ancient beliefs that restrict those who process information in ways divergent from neurotypicality from doing so in ways unnatural to the individual. From syntax to format to my emic understanding, the direction in which text is read is a key factor in how we receive and process information. After conducting a research activity for a class, the same volunteer participants were interviewed and shared their experience with dyslexia and/or growing up left- or mixed-handed in the United States. This research is important as it gives potential for alternative methods of reading, writing, studying, and coping with the obstacles one faces when dealing with learning disabilities.