Abstract
This paper explores the effectiveness of the color-coding technique in remediating the reversals of p, b, and d for children with reversal problems. In this particular experiment, using color-coded letters as cues in words was less effective than simply practicing the same words without color-coded cues. The difference was not significant. The paper further explores the usefulness of the Wechsler Intelligence Scale for Children (WISC) in determining which children will benefit most from the use of color-coding cues. Experimental students who had a higher Performance than Verbal score on the WISC showed for more significant improvement in eliminating reversals when color coding was used. When no such cues were used, the opposite was true. Students with higher Verbal than Performance scores improved much more. In both cases the significance level was p<.005.
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