How to Solve Letter Reversals
Struggling with Letter Reversals?
It is easy to see how letter reversals happen: flip the b and it becomes a d. The beginning reader or dyslexic child may not realize that the direction of the letter matters, or he may not be able to remember which letter is which.
Letters that are mirror images of each other are more likely to be confused, including letters b and d, p and d, p and q, and n and u.
Fortunately, most of the letters of the alphabet have unique shapes, so no matter which way you turn them, they can’t be confused with any others. For example, the letter m looks quite different from the letter x, and f is not likely to be confused with the letter z.
What Is Considered Normal?
If your child is between the ages of three and seven, is just starting to read, and makes occasional letter reversals when reading or writing, it’s perfectly normal. It doesn’t mean that your child has dyslexia or a reading disability. Make a gentle correction and move on.
But if your child is eight years or older, has had prior reading instruction, and makes frequent reversal errors, it is important to take action to solve the letter confusion.
As reading instructors, we have two jobs to do regarding letter reversals:
- Try to prevent confusion.
- Where confusion exists, resolve it.
How to Prevent Letter Confusion Before It Begins
The All About Reading program is carefully structured to minimize the likelihood of letter reversals. We teach the sounds of potentially confusing letters like b and d in separate lessons. The child’s task is simplified because he only has to make one new visual discrimination at a time.
When your child is learning to print, be sure to teach correct letter formation. Doing so is critical to prevent confusion.
When forming the letter b, start with the stick first, followed by the circle. The star indicates the starting position.
To write the letter d, start with the circle first, followed by the stick. Again, the star indicates the starting position.
Have your child use lined paper so it is clear where the circle is in relation to the stick. Also be sure your student does not lift the pencil from the paper when writing any of the confusable letters.
If Your Child Already Reverses Letters
If you are working with older learners, it may be too late to prevent confusion. They may have had a few false starts in reading, and may have already confused these troublemakers. They may encounter the letter b and misinterpret it as the letter d. They may read the word bad as dab, or fad as fab. You might give a gentle correction, pull out the corresponding Phonogram Cards, and re-teach the letters separately, but your student still mixes them up. If that is the case, read on to discover four effective methods to solve the problem.
Four Methods to Solve Tough Reversal Problems
The demonstrations below are for correcting b and d reversals (the most common letter reversals), but the same concepts can be applied to any letter or number. You may only need to use one of these methods, but for really resistant cases, you will need to use all four methods.
Please note that it’s important to concentrate on just one letter per session. Wait until that letter is completely mastered before teaching another letter.
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Method 1: Teach the letters b and d using tactile surfaces.
Have a variety of tactile surfaces for your child to choose from. Possibilities include flannel fabric, corrugated cardboard, very fine sandpaper, fluffy fur fabric, or a carpet square. Ask him which surface reminds him of the letter b, and then cut a large lowercase b out of the chosen tactile surface.
Using the pointer finger of his dominant hand, have your child trace the letter b on the textured surface. Be sure that he starts and ends in the correct place. Practice until he can easily write the letter b.
When your child is ready to go on to a new letter, choose a different textured surface. If fine sandpaper was used for the letter b, perhaps furry fabric can be used for the letter d.
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Method 2: Use “air writing” to reinforce proper letter formation.
Another powerful method for correcting letter reversals is “air writing.” Air writing is simple: using the dominant hand, the child uses his entire arm to write letters in the air as he says the sound of the letter. The whole arm should be involved, and the child should pretend that his pointer finger is a pen.
Here, Jimmy demonstrates for us how to use air writing to form the letter b. Notice that his whole arm is involved in order to activate large muscles. He is pretending that his pointer finger is a pen. While he forms the letter b with his arm, he is saying the sound of the letter, /b/.
Brain research shows that two ideas practiced at the same time can permanently bond the ideas together. In this case, the large movements of the arm combined with saying the sound of the letter helps link these two concepts together in your child’s brain.
Additionally, this multisensory activity takes advantage of the fact that the muscles in the shoulder and in the jaw have muscle memory, and this makes it easier for your child to recall the shape and sound of the letter.
Method #3: Teach the letters b and d using analogies.
Explain that the letter b is made up of two shapes: a bat and a ball. Using the tactile surface, demonstrate how you write the bat part of the letter first, followed by the ball.
As you write the letter b, say “bat-ball-/b/,” like this:
To further clarify which side of the letter the straight line is on, tell your student, First you grab the bat, then you hit the ball. Have your student practice this motion and chant many times over a two-minute time period. Show your student that when you are reading from left to right, you encounter the bat part of the letter first. If he is ever unsure of the sound this letter makes when he sees it, he should think to himself, “bat-ball-/b/.” This will help him recall the sound of the letter b. Repeat the exercise several times a day.
To teach the letter d, you can use the analogy of a doorknob and a door. The doorknob represents the circle part of the letter, and the door represents the straight line, like this:
To clarify which side of the letter the straight line is on, tell your student, First you grab the doorknob, then you open the door. Again, practice the motion and chant many times over a two-minute period. Show your student that when you are reading from left to right, you encounter the doorknob part of the letter first. If he is ever unsure of the sound this letter makes when he sees it, he should think to himself, “doorknob-door-/d/.” He will now be able to recall the sound of the letter d. (Download our How to Solve Letter Reversals report for printable bat/ball and doorknob/door graphics.) Repeat the exercise several times a day.
A common analogy to help with b and d confusion is a bed. Though this analogy may help some kids, for others it may require more thought, and for many kids it may not become automatic.
Method #4: Help your child notice the shape of our mouths while saying the letter sounds.
When we say /b/, our lips come together in a straight line. Point out that the straight line comes first when you write the letter b.
When we say /d/, our lips are open. Coincidentally, the circle comes first when you write letter d.
If Your Child Confuses b with d While Reading
If your child mistakes a b for a d while reading, refer back to the tactile surface activity and air writing that you did together. Point to the misread letter and say, If you wrote this letter, what would this letter say?
If your child can’t answer easily, ask him or her to draw the letter b using air writing. The sound of the letter (/b/- bat) should come more easily this way. Then have your child read the word again.
For More Help with Letter Reversals
This free e-book illustrates the four methods outlined here, plus it has two printable charts to help you correct b and d reversals.
When students have persistent reversals, reading becomes a struggle and it can be difficult for them to express themselves in writing. You can put an end to that struggle with the information shared in this report!
Have you discovered a helpful strategy for dealing with letter reversal issues? Please share in the comments below.
Esther Kulabako
says:Lovely
Robin
says: Customer ServiceThank you, Esther.
Jenna
says:This is amazing. I’ve been searching for strategies for my older child. Finally some new ones I haven’t tried. Thank you!!!
Robin
says: Customer ServiceI hope you find these helpful, Jenna, but I have some additional tips that will help with an older student that has stubborn reversal issues.
The first is to work on only one of the letters that he is confusing at a time. Working on both b and d at the same time can actually make the confusion worse. Rather, choose one of the letters and spend 5 or so minutes a day working on these activities. Put a poster of the letter up, label things around the house, practice making it in different mediums, and so on. Do not overlook the methods 1 and 2, especially the air writing. The large arm movements seem silly, especially for older students, but it is often the thing that makes the difference.
Here is another activity that can be very helpful for stubborn reversals:
Prepare a transparent sheet of plastic such as a binder sheet protector or see-through placement by printing a large b on it. Stand your student in front of you, facing the b. Have her point the way the b faces. The right arm should be fully extended from the shoulder, and straight out to the side. Ask, “What are you pointing at?” Perhaps it is the door. Keeping the arm extended, turn a quarter turn. “Now what are you pointing at?” Continue around the circle.
Discuss that the only constant is her body. B always faces that side of her. She is the important thing! All directional concepts with letters, numbers, and words must relate to the body. It is the only constant.
After lots of pointing around the room and in different places, present a ring, or a bracelet, or a stamp on her hand, or whatever. Tell her, “This is your b side. Do you have a b foot? Hop on it.” Bring up her b hand, arm, ear, side, leg, etc. throughout the day.
Each day review her see-through b sheet and her b side. Make a tactile letter b and do air writing of b while saying /b/. After the first day with the see-through sheet, reviewing b should only take 3 or so minutes (although it may take more time to make a tactile letter b).
After a week or so with b, you can work on d in the same way. I wouldn’t be surprised if you see an improvement with her reversal issues with reading after just working on b, however.
And, if you find you need additional help, please ask! Stubborn reversals with an older student can be difficult to overcome, and can take consistent work over time to do so.
Victoria
says:This is helpful
Robin E.
says: Customer ServiceGlad to hear it, Victoria!
Hawwa
says:Marie Rippel, you rock!!! Thanks so much for these ideas. I love the sight words one. It is really helpful. You make it it sound so easy.
Robin E.
says: Customer ServiceI’m glad you found these ideas helpful, Hawwa! It isn’t always easy, but with the right tips and help, it is possible. If you have questions or ever need anything, I’m happy to help!
marie
says:Thank you!!!!
Robin E.
says: Customer ServiceYou’re welcome, Marie!
l.klein
says:I like the cartoon arms and legs on the letters. b has a belly. d has a diaper. This makes the children laugh and remember.
Robin E.
says: Customer ServicePutting some laughter into the learning is a great way to help children remember! Thank you.
Sandie MacKay
says:This is an excellent for teaching the difference in b and d as I a homeschooler this will be so helpful to me.
Robin E.
says: Customer ServiceI’m glad this is helpful, Sandie!
USHER DAVIDS
says:The ministry of education and sports changed these letters of alphabets. But some we have not yet confirmed which letters should be in use currently. Secondly i need you to help me with sounds of letters of alphabets.
Robin E.
says: Customer ServiceUsher,
We have a Phonogram Sounds app that will allow you to hear the sounds of each letter and phonogram.
Gigi anne Macanas
says:Interested
USHER DAVIDS
says:I was confused in writing letters p, b, d. ECD learners were asking me much questions, but now it’s fine!
Gran A
says:This morning, my son asked for help. I came across this site while searching for ways to help my granddaughter with some letter reversals and other issues. Thanks for sharing some great ideas and resources – we especially like the ‘Try not to moo’ game!
Robin E.
says: Customer ServiceI’m pleased to hear that you found this helpful for your granddaughter! It’s great to hear you enjoy the “Try Not to Moo!” game! It is a really fun way to review phonogram sounds.
Pam
says:Thanks for this article. It’s very helpful. My 8-year old daughter reads without issues and above her age level, but has difficulties writing. Everything from holding the pen, coloring uniformly, letter formation and sometimes reversing letters and numbers. She uses capital D instead of lower case and I suspect it’s to avoid writing a b instead of a d. If I’m with her, she’ll think about it and most likely do it correctly, but she just confused q and p. I would love some more information about other mirrored letters.
Robin E.
says: Customer ServicePam,
Reversals can become very ingrained and can take consistent, daily practice over time to un-do. Do activities daily and try making one letter a focus of the week. Work on that one for a couple of minutes one or more times a day. Put a poster of the letter up, label things around the house, practice making it in different mediums, do air writing, and so on. The tactile letters and air writing can seem silly, especially for an older child, but don’t overlook them. They are especially effective for stubborn refersals.
Master one trouble letter at a time. If you focus on both letters of a confused pair together you can make the confusion worse, not better.
Remember that before reading, kids really didn’t have to pay attention to directionality—a car is still a car if it’s upside down and backward. For years, their brains have been programmed to recognize things no matter what position they are in (it’s part of learning object permanence for babies). Letters are typically the first thing that students encounter where directionality matters, and it can take time and practice for kids to master this aspect of letters. So, encourage your child a lot and just expect to remind for quite a while before it starts to click.
One thing that can help is to “prime the pump” so to speak. At the beginning of each lesson, reinforce the letter of the week with a few activities so it’s fresh in your child’s mind. Have your child write the lower case letter of the week on her page or nearby so she can refer to it anytime she needs to.
For p and q reversals, teach that p has a point and q has a curl (use a font that has the tail curl up) because she’s a queen. This page shows a hand trick like the “bed” one for p and q but instead of q-queen it teaches q-quarter and quilt. You can choose whichever memory device you think would work best for your student.
Let me know if she has other confused letter pairs and I may be able to give clues and tips for them.
Here is a tip we received from a teacher that worked with struggling learners:
Prepare a transparent sheet of plastic such as a binder sheet protector or see-through placement by printing a large b on it. Stand your daughter in front of you, facing the b. Have her point the way the b faces. The right arm should be fully extended from the shoulder, and straight out to the side. Ask, “What are you pointing at?” Perhaps it is the door. Keeping the arm extended, turn a quarter turn. “Now what are you pointing at?” Continue around the circle.
Discuss that the only constant is her body. B always faces that side of her. She is the important thing! All directional concepts with letters, numbers, and words must relate to the body. It is the only constant.
After lots of pointing around the room and in different places, present a ring, or a bracelet, or a stamp on her hand, or whatever. Tell her, “This is your b side. Do you have a b foot? Hop on it.” Bring up her b hand, arm, ear, side, leg, etc. throughout the day.
Each day review her see-through b sheet and her b side. Make a tactile letter b and do airwriting of b while saying /b/. After the first day with the see-through sheet, reviewing b should only take 3 or so minutes (although it may take more time to make a tactile letter b).
After a week or so with b, you can work on d in the same way. Then do the same for p, and then for q. You may need to go back to b again after a few weeks to keep mastered in her mind.
Lastly, take a look at our Dysgraphia: How can I help my child? blog post. The tips there may be helpful for your daughter as well.
I hope this helps. Let me know if you need more suggestions or helps with this.
Pam
says:Wow, you are beyond awesome. Thanks so much for taking the time and effort to give me such a thorough answer. I’ll let you know how it goes and if I catch more challenges along the way. Thanks again.
Robin E.
says: Customer ServiceYou’re so welcome, Pam. I’m glad my reply was helpful. I am very interested in hearing how things go, so I look forward to hearing an update.
Terry Rush
says:Great strategies! I can’t wait to try them with my older learners. Thank you.
Robin E.
says: Customer ServiceYou’re welcome, Terry. Sometimes older students that have had difficulties with reversals for a long time need extra support and time to master them. If you have questions or need additional tips, please let me know.
Irene
says:Hi. This is very helpful and I look forward to learning more for the best interest of our children in the special unit
Robin E.
says: Customer ServiceI’m glad this was helpful for you, Irene. If you have questions or need additional help, please let me know.
Nina Reeder
says:Does this also apply to reversing numbers?
Robin E.
says: Customer ServiceNina,
Yes! The tips and techniques outlined here will work for letters and numbers.
Here is an additional tip. Work on only one of a confused pair of numbers at a time. If a child is confusing 2 and 5 and you do the tips here for both of them, you can make the confusion worse, not better. Instead, focus on one of the pair for at least a week or so, working on tips here for about 5 minutes or so at a time outside of the time you spend on math. Then work on the other for a while.
Let me know if you have additional questions or need more help.
ERIN PASCO
says:I like the ideas in this blog. Thank you. I tell the kids b has a belly and d has a diaper. I will be working with these steps
Robin E.
says: Customer ServiceGlad you like these ideas, Erin. You’re welcome.
Lushira Berenger
says:This article was very helpful to my research. Can I know about few researchers who have given ideas about this topic?
Robin E.
says: Customer ServiceLushira,
You will find information about some of the research our methods are based upon in our 12 Reasons Teachers Love All About Reading and All About Spelling blog post.
Melanie
says:THANK YOU!! My son has struggled with b and d for years! Mostly in writing, on rare occasions when reading. I will definitely be trying these with him. He’s a visual learner so I think the bat and ball vs door and knob technique might just do the trick.
Robin E.
says: Customer ServiceMelanie,
Please don’t overlook the air writing and tactile letters! While the visual clues may seem more helpful, with long-term stubborn reversals they tend to be less effective. The bat/ball and door/knob tips tend to help more with students that are new to reading or spelling. When reversals have been sticking around for years they are harder to fix.
First, be aware that stubborn long-term reversals will take time to correct. Expect to spend a few minutes (separate from reading and spelling time) each school day working on confused letters and it could take weeks or months before the confusion disappears completely.
Secondly, work on only one of the confused letters at a time. Often working on both b and d on the same day can make confusion worse, not better. It doesn’t really matter which you start with. Then work on that letter only each day until you start to see some improvement with it. It may well over a week, maybe even weeks.
When you work on the letter each day, go through all the tips here. The air writing and tactile letter tracing may seem silly or not relevant, but they are really helpful and worthwhile.
Here is another activity to do, sent to us from a teacher that works with struggling learners:
Prepare a transparent sheet of plastic such as a binder sheet protector or see-through placement by printing a large b on it. Stand your child in front of you, facing the b. Have him point the way the b faces. The right arm should be fully extended from the shoulder, and straight out to the side. Ask, “What are you pointing at?” Perhaps it is the door. Keeping the arm extended, turn a quarter turn. “Now what are you pointing at?” Continue around the circle.
Discuss that the only constant is his body. B always faces that side of him. He is the important thing! All directional concepts with letters, numbers, and words must relate to the body. It is the only constant.
After lots of pointing around the room and in different places, present a ring, or a bracelet, or a stamp on his hand, or whatever. Tell him, “This is your b side. Do you have a b foot? Hop on it.” Bring up his b hand, arm, ear, side, leg, etc. throughout the day.
I hope this helps. I would be very interested in hearing how things go over the next month or so. Stubborn, long-term reversals can be a bear to overcome, but you can do it!
Reeza Rangoonwala
says:All the above methods work really well.. however I aalso use the salt box technique with my students..it sends solid messages to the brain thru the index finger..
Robin E.
says: Customer ServiceYes, great suggestion, Reeze! We like writing in salt as well, and even have ideas for making it colorful and pleasant smelling, 10 Salt Trays for Fun Writing Practice.
Amanda Charters
says:The link for the e-book is not allowing me to download.
Robin E.
says: Customer ServiceI’m sorry about that, Amanda! Try signing up for the How to Solve Reversals ebook from this page.
Esther
says:Does it matter which of the confused pair to try first? One of my daughters is currently struggling with b and d, mostly in reading lessons. She is left-handed, so at first, I was thinking she might be having a bit more difficulty than my other children because of that. But it seems to be getting more confusing for her with time. Her name has a b in it. Most of the time, she can write her name correctly, either by memory or referencing something with it done correctly. Nowadays, she will give up on the whole word in reading lessons if she sees one of those two letters. I have been telling her, “It’s the one (not) in your name,” but since the problem seems to be increasing, I don’t want to continue that. However, do you recommend I start the above activities with the b since it’s in her name, or is it better to start with d? Or does it not matter? Thanks so much!
Robin E.
says: Customer ServiceEsther,
No, it does not matter which of a confused pair you focus on first. However, when a child is having trouble with a pair of letters that has been ongoing or worsening, it is important to work with only ONE of the confused letters at a time. Practicing both letters the same day or even the same week can actually increase confusion instead of minimizing it.
So work on b for a while. Be sure to do the tactile letter and air writing activities as well, even if they seem a bit silly, as they can be the most effective for students that have been struggling with reversals for a while. Hang a b letter sheet in your school area so your daughter can refer to it as much as she needs to remember the direction of b.
Here is an additional activity you can do that was recommended to us by a tutor that works with struggling students. Prepare a transparent sheet of plastic such as a binder sheet protector or see-through placement and print a large b on it. Stand your daughter in front of you, facing the b. Have her point the way the b faces. The right arm should be fully extended from the shoulder, and straight out to the side. Ask, “What are you pointing at?” Perhaps it is the door. Keeping the arm extended, turn a quarter turn. “Now what are you pointing at?” Continue around the circle.
Discuss that the only constant is her body. B always faces that side of her. She is the important thing! All directional concepts with letters, numbers, and words must relate to the body. It is the only constant.
After lots of pointing around the room and in different places, present a ring, or a bracelet, or a stamp on her hand, or whatever. Tell her, “This is your b side. Do you have a b foot? Hop on it.” Bring up her b hand, arm, ear, side, leg, etc. throughout the day.
Each day review her see-through b sheet and her b side. Make a tactile letter b and do air writing of b while saying /b/. After the first day with the see-through sheet, reviewing b should only take 3 or so minutes (although it may take more time to make a tactile letter b).
After a week or so with b, you can work on d in the same way. I wouldn’t be surprised if you see an improvement with her reversal issues with reading after just working on b, however.
claudia
says:Awesome ideas!! Thanks for sharing
Puna
says:This sounds helpful though my son is now 9 years and no one wants to give the diagnosis of dyslexia….please send more materials
Robin E.
says: Customer ServicePuna,
You will find the articles, Dyslexia Symptoms Checklist, and free reports on our Dyslexia Resources page helpful.
Nirmay
says:Need Help For cursive writing and solve letter reversal problems
Robin E.
says: Customer ServiceNirmay,
You will find great tips and ideas for solving letter reversals in this blog post and in the downloadable How to Solve Letter Reversals ebook.
I’m sorry, but we don’t have any resources for teaching handwriting, print or cursive. We are focused on teaching reading and spelling.
Lascelles
says:Useful and enlightening
Tembisa Jack
says:This information is very helpful. Thank you so much.
Randi Timmons
says:Would this also work with backwards 3’s or 6’s?
Robin E.
says: Customer ServiceRandi,
Yes! The tips and techniques outlined here will work with any reversals.
An additional tip is just to write a 3 and a 6 at the top of the child’s page, so he or she can refer to it as much as needed to get the direction right. In time, the child can write it on top of the page themselves, and then they won’t need it anymore.
Deborah L.
says:Thanks for sharing!
Rosanne
says:Thanks much appreciated want to ask my child is left handed he gets confused he wants to write
From left to right even with maths he will say 29 but writes 92 or he will write p instead of 9
What can i do to help him and to correct this problem he is turning 8 in June
Robin E.
says: Customer ServiceRosanne,
One thing is to put a sticker or write a star on the upper left corner of his page and then draw an arrow going toward the right. Tell him it is there to remind him that all letters and numbers need to begin on this side of the page and move toward the other side. In time, he could place the sticker or write the star and draw the arrow himself, and then transition to not needing it at all.
You could also have the alphabet and the numbers printed on a sheet that he can lay in front of him as he writes. I recommend the Comic Sans font, as it is most similar to how most children form letters and numbers. He can use the sheet to look at the direction of each letter and number before writing it. In time he will learn the directionality without looking, but he obviously needs help now.
You can also discuss that in English we always start at the left and move to the right. Which hand is his left? Yep, the hand he uses his pencils with (avoid saying the hand he writes with, as “write” may confuse him with “right”). All letters and numbers need to start from that hand and move toward the other hand. Tell him to remember that he starts a letter with his left hand but it needs to move toward the other hand. If he doesn’t move them toward the other hand, the words and numbers will get away from him! He needs to “catch” them between his hands!
Letters and numbers are the first thing in life that children are exposed to where directionality matters. A chair is a chair whether it is facing right, left, or even if it is upside down! Infants and young children experience the world needing to understand that moving an object does not change the object. And then we suddenly throw letters and numbers at them and suddenly directionality matters so much! If a b has the round part to the right, it is /b/, but if we move the round part to the left, it is /d/, a completely different letter. It really is a wonder that more children don’t have difficulties with reversals.
The tips outlined here apply to all reversals, not just b and d. Especially do the tactile letters (or numbers) and the airwriting. These may seem silly, but they are very effective. Work on reversals for 5 or so minutes daily, at a time separate from reading and math lessons.
Also, work on just one of a pair of confused letters or numbers at a time. Working on both 9 and p together can actually make the confusion worse. So work on only 9 for a few minutes a day for a week or more before practicing p. Have him say, “Nine. 1, 2, 3, 4, 5, 6, 7, 8, 9. Nine.” as he airwrites it and as he traces the tactile number. Daily have him verbalize the direction we write in English (from his pencil hand toward the other hand). Daily have him point out what side of his paper he should start a letter or number.
I hope this helps give you ideas on how to help your child with this. Work on it daily, but give it time. I’d love to hear how it goes!
Dawn
says:Thank-You for this although I’ve read it several times and explained and taught the b and d to my 6yr old many times she still mixes these two letters up. So I’m going to try the air writing and graphics to see how that goes.
Robin E.
says: Customer ServiceOne other tip, Dawn. Work on ONE of the letters at a time, focusing on it for a week or more until you see improvement in confusing that letter less often. Often when a student has been confusing a pair of letters for a while, reviewing them together, even with all the great tips and such from this blog post, can make the confusion worse. If a student has been confusing a pair of letters for a while, focusing on just one at time is needed to remove the confusion.
maria rivera
says:Thanks