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Another look at children's symbol reversals.

J E Patton1, D B Yarbrough, D Thursby

  • 1Grant Wood Area Education Agency, Cedar Rapids, IA 52404, USA.

Perceptual and Motor Skills
|June 2, 2000
PubMed
Summary

Reversal errors in writing are not academically important for young children. However, kinetic reversals in Grade 3 predict reading achievement, potentially aiding in identifying reading impairments.

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Reversal errors in written symbols are common in early literacy development.
  • Previous research has yielded mixed results regarding the academic significance of these errors.

Purpose of the Study:

  • To investigate the longitudinal academic importance of static and kinetic symbol reversals.
  • To determine if reversal errors predict reading achievement across different grade levels.

Main Methods:

  • A longitudinal study tracking reversal errors in static and kinetic written symbols.
  • Statistical analysis to assess the predictive power of reversal errors on reading achievement.
  • Inclusion of participants from kindergarten through Grade 3.

Main Results:

  • No significant academic importance of reversal errors was found in kindergarten, Grade 1, or Grade 2.
  • Kinetic reversals emerged as a significant predictor of reading achievement specifically in Grade 3.
  • Sample sizes ranged from 105 to 201 participants across grade levels.

Conclusions:

  • Kinetic symbol reversals may serve as an early indicator for potential reading difficulties in later elementary grades.
  • The findings suggest a developmental shift in the significance of reversal errors.
  • Further research is warranted to confirm the reliability and implications for identifying children with long-term reading impairment.

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