{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4542"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4542","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children.","abstract":"The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.","abstract_html":"The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.","abstract_has_math":false,"creators":["Strickland, Monica Kathleen"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rosales Ruíz, Jesús","Ellis, Janet","Glenn, Sigrid S., 1939-"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-08","date_published":"2004-08","updated_at":"2026-07-24T05:35:09Z","subjects":["Visual discrimination -- Study and teaching (Primary)","English language -- Alphabet -- Study and teaching (Primary)","Arithmetic -- Study and teaching (Primary)","intervention","letter reversal","self-evaluation","response restriction","handwriting"],"languages":["English"],"rights":["Use restricted to UNT Community","Copyright","Strickland, Monica Kathleen","Copyright is held by the author, unless otherwise noted. 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