Another look at children's symbol reversals

In a previously reported longitudinal study of reversal errors for static a nd kinetic written symbols we found no compelling support for their academi c importance in kindergarten (n=201), Grade 1 (n=156), or Grade 2 (n =129); however, for Grade 3 (n=105), kinetic reversals became a significant predi ctor of rested reading achievement. If reliable, this finding might have im plications for the identification of children with long-term reading impair ment.