In a previously reported longitudinal study of reversal errors for static and kinetic written symbols we found no compelling support for their academic 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 predictor of tested reading achievement. If reliable, this finding might have implications for the identification of children with long-term reading impairment.
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