The study examined the relationship between reversals and several factors in 141 Grade 2 mainstream learners from average classes in Department of Education schools. The sample consisted of 77 female learners and 64 male learners. 55 of the 141 learners were older than 8 years and 131 of the 141 learners were right-handed.The study made use of correlational research where two or more variables are compared by measuring differences and looking for a relationship. Incorrect letter formation, gender and reversals in reading showed a statically significant difference between the group who had reversals compared to the group that did not have reversals in the class program that was used to identify learners with reversals. Furthermore the data collected only on the learners with reversals showed a mean scaled that was below average for position in space, figure ground and visual closure as well as for the motor-reduced quotient of the Developmental Test of Visual Perception -2. This group also displayed a high percentage of learners with difficulty with directionality as well as with crossing their midline. The results of the study were limited by the research design, as well as the lack of standardized tests available to test some aspects. Difficulty in gaining permission from parents to include learners in the study was also experienced which limited the final sample size. Further studies focussing on the treatment of the factors that showed a statistically significant relationship with reversals was recommended as well as placing more emphasis correct letter formation when teaching handwriting and publishing the results of this study in a journal accessible to educators and therapists was recommended. Copyright
Dissertation (MOccTher)--University of Pretoria, 2009.