A Study of Reading Achievement in Terms of Symbol Reversals in First Grade Children (Louisiana).

Abstract

This study was designed to investigate reading achievement in first grade children who are symbol reversers vs non-reversers and who are male vs female, and also to determine the effectiveness of a modification of the Kirshner Program (1977) in reducing symbol reversals. The sample was comprised of 115 first grade children in seven classes in two schools in East Baton Rouge Parish, Louisiana. The students were selected from a number of volunteer grade one classes on the basis of their being representative of the district at large in terms of racial composition and socioeconomic factors. The study used a randomized control group pretest-posttest design representing a 2 (sex) x 3 (grouping) experimental factorial design. The instruments used were the Jordan Left-Right Reversal Test, Level 1 (1974) and the Gates-MacGinitie Reading Tests Basic R, Forms 1 and 2 (1978). An analysis of the data revealed these findings: There was no significant difference in reading achievement of symbol reversing students with treatment in the remediation of symbol reversals and those without such treatment, despite sex. There was a significant difference in reading achievement between symbol reversing and non-reversing students, despite sex. There was no significant difference in symbol reversals between symbol reversing students with treatment in the remediation of symbol reversals and those without such treatment, despite sex. There was no significant difference in symbol reversals between sexes overall. There was a significant difference in reading achievement gain in all groups and in the reduction of symbol reversals for the experimental and equivalent control groups. There was no significant difference in reading achievement gain between all groups. There was no significant difference in symbol reversals reduction between the experimental and equivalent control groups. There was a significant difference in symbol reversals reduction between the experimental and control group of non-reversers and between the control group of reversers and non-reversers. The data questioned sex differences in reversals and the practice of remediating reversals, and advanced a theory for the relationship of symbol reversals to reading achievement. Recommendations for further study were made to practitioners and researchers.