Does item content (semantic vs figural) affect reversal errors made by black and white first graders?
Reversal errors made by 203 black and 198 white normal first graders were examined to see if the content of the reversal items affected their performance. Results showed that reversals on items with semantic content correlated very highly with reversals on items with figural content. In addition, each type of reversal item was equally effective as a predictor of end-of-first-grade reading achievement.
D002648:Child; D002675:Child, Preschool; D005556:Form Perception; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D010364:Pattern Recognition, Visual; D011581:Psychological Tests; D011932:Reading; D012660:Semantics