The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children.

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.

Grantor dc:publisher

University of North Texas

Year dc:date

2004

Author dc:creator

• Strickland, Monica Kathleen

Contributors dc:contributor

• Rosales Ruíz, Jesús
• Ellis, Janet
• Glenn, Sigrid S., 1939-

• 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

Statement dc:rights

• Use restricted to UNT Community
• Copyright
• Strickland, Monica Kathleen
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 56698657
https://digital.library.unt.edu/ark:/67531/metadc4542/
ark: ark:/67531/metadc4542

OAI identifier oai:identifier

info:ark/67531/metadc4542