Abstract
In a study of 257 children in kindergarten through fourth grade, in a Michigan public school, 38% were identified and referred to a special class as having problems in reading and writing or reversing letters and words. The percentage of children having these problems decreased regularly with age; however, the proportion of children exhibiting reversals among those referred was fairly constant through the second grade, after which it became negligible. Analysis indicates that when children in the first several grades in public school learn to read from regular classroom instruction, letter and word reversals tend to disappear. For young children, reversals in reading appear to be normal errors associated with learning to read.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
