Effects of Training in Directionality on Reversals in Reading and Writing

Abstract

The purpose of this study was to demonstrate that children over seven years of age who are reversing letters or words while reading or writing do not have a perceptual problem reflecting impaired neurological processes or developmental deficits. Instead, these investigators espouse the premise that the tendency to reverse stems from a lack of training about directionality. A thorough review of the literature has indicated that most studies which use such training to alleviate reversals have been done with children under 7 yr. of age. 24 children between 8 and 9 yr. of age were randomly assigned to either the control or experimental groups. The experimental group was given 15 additional min. of training in directionality each day for 4 wk. An analysis of covariance was conducted to assess effects of such training on the number of letter or word reversals. Analysis showed that the training did not significantly affect the number of reversals.