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.