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Related Experiment Videos

Reversals in reading: are they abnormal?

P J Hill

    American Journal of Optometry and Physiological Optics
    |March 1, 1980
    PubMed
    Summary

    Letter and word reversals in reading are common for young children learning to read. These reading challenges tend to decrease with age and regular classroom instruction, becoming negligible by the third grade.

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    Area of Science:

    • Developmental Psychology
    • Educational Psychology
    • Childhood Learning

    Background:

    • Reading and writing difficulties, including letter and word reversals, are frequently observed in young students.
    • The prevalence and nature of these difficulties can vary with age and educational context.

    Purpose of the Study:

    • To investigate the prevalence of reading and writing problems, specifically letter and word reversals, in elementary school children.
    • To analyze how these issues change with age and grade level.
    • To understand the relationship between regular classroom instruction and the resolution of reading reversals.

    Main Methods:

    • A study was conducted with 257 children from kindergarten through fourth grade in a Michigan public school.
    • Children identified with reading and writing problems or letter/word reversals were referred to a special class.
    • Data on the percentage of children referred and the types of problems observed were collected and analyzed by age and grade.

    Main Results:

    • 38% of the studied children were identified and referred for reading and writing issues, including reversals.
    • The percentage of children experiencing these problems decreased with increasing age.
    • While the proportion of referred children with reversals was constant through second grade, it became negligible thereafter.

    Conclusions:

    • Letter and word reversals in reading are typical developmental errors for children in the early stages of learning to read.
    • Regular classroom reading instruction appears to facilitate the disappearance of these reversals as children progress through the initial grades.
    • The findings suggest that most reading and writing difficulties, including reversals, resolve naturally with age and appropriate educational support.

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