Research Paper on:
Letter Reversal In Children With Severe Learning Disabilities

Unformatted Sample Text from the Research Paper:
stages of reading, it has been noted that this behavior generally ends spontaneously by the end of the second grade (Jordan, 1972). Learning disabilities are often detected when parents  and teachers recognize that their children continue a process of letter reversal past an age and grade-appropriate time frame. For children with severe learning disabilities, the process can  hinder the way in which words are encoded and delay or prevent effective development of written language acquisitions skills. This study will investigate the use of upper case letters,  which are less frequently reversed then common lower case letters, as a technique to help children develop reading and writing skills, reading and writing confidence, and improve their overall written  language acquisition, in order to provide a base for reduced reversal in lower case letters. Statement of the Problem Children with learning disabilities often display a propensity  for letter reversal, a process by which they confuse letters with their mirror image (e.g. the letter "b" would be written as "d"). Because of the challenges for children  with multiple learning disabilities, letter reversal is difficult to address and even more difficult eliminate. Purpose of the Study The purpose of this study is to  determine if the use of upper case letters as a reading and writing support technique can improve reading and writing processes for children who commonly demonstrate letter reversals.  This study will reflect a correlation between the use of upper case letters, which are generally less frequently reversed, and increases in reading and writing capacity, overall written language confidence  and improved overall written language skills. This study should reflect a correlation between improved written language skills and reductions in lower case reversals as well.