The Educational Diagnosis and Remediation of Written B and D Reversal Problems

Abstract

This study reports the educational diagnosis, remediation, and followup of one child's writing reversal problem. By precisely examining the student's academic work, the experimenter discovered that his reversals were not pervasive but rather specific to two letters (b and d) in particular positions. Remediation tactics focused on the most frequent error: the initial d. Once this was corrected, there was no need to remediate written d in different positions or b in any position. In order to determine whether the learning of b and d carried over to other situations, two different conditions were presented to the child. Again, there was no need to remediate written b or d. A post-hoc analysis of this boy's writing revealed that for the remaining eight months of school he maintained a high rate of correctness (99%) in writing b and d.

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