Letter Reversals

It is common and typical to see letter and numeral reversals up to age 7 or 8 (grade 2- 3). A variety of theories are currently proposed including: “statistical learning” (where similar letters may be formed using the formations that are most commonly encountered- Treiman 2014), and “mirror generalization during memory transfer” (children initially commit the shape of a letter to memory, but the orientation of that letter is not initially internalized in the memory formed). 

At present, research has NOT identified significant or strongly consistent correlation between early letter reversals and reading challenges like Dyslexia (Treiman 2014); while these may occur together for some students, reversals are not a strong indicator of later reading challenges. While the causes remain uncertain, there are strategies and activities that can support students in learning correct letter formation and reducing occurrence of reversals.   

SEE IT!

• Before concerns are raised regarding letter reversals in printing, it is important to ensure that there are no physical or conceptual concerns that are underlying the reversals. Visual acuity, and coordination of the eyes for smooth left to right tracking are abilities that can contribute to letter reversals and reading challenges. All students should have regular annual visits to an Optometrist who is comfortable assessing children (this is free in Alberta). If reversals have been noted, ensure that these are identified to the Optometrist so that all underlying skills are fully assessed.  

• In order to “build” components into a letter in the correct orientation, students must have a good sense of left/right, up/down, top/bottom. Practice activities could include:  

• Highlighting left and right body parts in songs and actions  

• During walks, use directional words to discuss things around you (“on our left side I see”; “what do you see on your left?”)  

• Use directional words to give commands (“turn left, go 3 steps, turn right”, etc.)  

• Play Simon Says including directional words  

• Practice tracing lines in a left to right direction, and top to bottom direction  

RECOGNIZE IT!

• Review students writing samples to track reversals: note what specific letters, or numerals are being reversed, and whether it is every attempt or intermittently. 

• Also note whether students can recognize the affected letters and numerals readily when they are presented. 

• Use games to practice identifying the affected letters: 

  • • Use flashcards to play memory- matching the letters with themselves 

    • Sort letter cards using multiples of the tricky letters 

    • In a page or paragraph of text (this can be done using any newspaper, magazine, letter, etc.), have the student track left to right, top to bottom, and circle one of the target letters throughout the passage 

    • Find the target letter or numeral in environmental print (signs, posters, etc.) 

FORM IT!

Direct teaching of letter formation is a practice that supports the development of both reading and writing skills. In Kindergarten, advocates advise using a “Letter of the Day” approach where the alphabet will be repeated several times to give frequent short exposures throughout the year. Incorporating direct teaching of letter formation in this work can help kinesthetic learners to internalize this learning and can help reduce reversals. At a Grade 1 level this direct teaching can support added work on letter recognition, and letter/sound association. 

• Structured programs for teaching correct letter formation and printing skills can be valuable in this work. Handwriting Without Tears and Printing Like a Pro offer similar approaches where letters are grouped by the movements needed for their formation (e.g. “magic c” letters, etc.). 

• Use a multisensory approach including demonstration, providing a consistent verbal script, and practicing the shapes and movements in a variety of ways (using other materials such as playdoh or wooden shapes, using finger or a wand in the air, or on a peer’s back, practice on the Smartboard, on paper on an easel, and on paper at a desk, etc.). 

• As you review letter formation, highlight the initial strokes in each letter (e.g. a, c, d, g, o, q all start with a magic c- refer to HWT or PLP for groupings based on initial strokes). 

PRACTICE IT!

• Provide opportunities to practice formation of the letters and numerals through purposeful repetition (print a line of the number), and in natural contexts of writing (agenda, journaling, reflections, etc.). 

• Have the student self-assess focusing on the tricky letters. Have them review and highlight, or review and correct for a given letter. Support them in this work, by checking back through passages regularly to see if they “caught” all the tricky letters. 

• Apps including Little Writer, and Letter Reflex can be fun ways to practice correct letter formation, and to practice identifying commonly reversed letters (b, d, p, q)