The mixing up of letters, also known as “letter reversals”, can be developmentally
appropriate until the age of 7-8. The letters “b” and “d” are the most common letter
reversals. Reasons a child may demonstrate letter reversals are not always obvious or
differential. In fact, a common myth is that if a child demonstrates letter reversals, they
have dyslexia. Research has shown that this is untrue as not all children with dyslexia
struggle with letter reversals and not all children who demonstrate letter reversals have
dyslexia (more on that here). Letter reversals past the age of 7-8 are likely a result of difficulties with visual processing skills, working memory skills, motor planning difficulties, or a combination of these.
One thing that makes these two letters particularly difficult to learn is that they are mirror images of each other and look very similar. However, the formation of each letter starts rather differently. Thinking about the formation of each letter can help to better
understand why these letters are tricky for children. Letter “b” is formed with a starting
point at the top of line moving straight down then back up into the curve of the letter
whereas letter “d” is not started at the top but rather in the middle of the line as a curve
“c” shape first then going straight up and back down to form the vertical line.
Children who struggle with “b”’ and “d” will likely need more practice beyond just tracing
the letters on paper. Explicit instruction of handwriting strokes, paired with meaningful
practice, and repeated exposures will help. Remember, as with learning many new
things, it’s important to learn one letter before moving on to the next. Explicitly teach
your child by talking through each step of forming the letter while writing the letter. Now,
add in all that meaningful practice and exposure!
Practice writing with multisensory activities will help your child learn a motor plan, create
a stronger connection in the brain, and increase the memory and automaticity of the
skill. Ideas for sensory activities can include writing the letters in shaving cream, in
sand, in a baggy of hair gel, or on a piece of textured paper.
Increasing letter recognition through exposure and immersion will also help aid in
memory of how each letter is made and how to visually distinguish between the two.
You can point out these letters throughout the child’s daily life such as on street signs,
on the brand names of familiar food containers and household items, on signs of
favorite locations, in books, and in the names of friends or family members.
Another way to strengthen formation and discrimination are through fun mnemonics and
visual aids. This will also help commit the skill to memory and provide the child with a
strategy should they encounter difficulty while working independently. Some ideas
include funny sayings that can be visualized such as “d wears a diaper; b has a belly” or
“start with a “c” and make it a “d”. Physically forming a “bed” by creating the letters with
their hands/fingers (“b” on the left and “d” on the right”) or writing the word “bed” out and even turning it into a picture of a bed. The more fun, meaningful, and naturalistic
practice and exposures are the stronger the neural pathway will be for the skill. Here are some visual examples. If your child is still struggling after additional instruction is provided, consider talking to your child’s teacher and health care provider who may make a referral to an occupational therapist who can help assess fine motor/handwriting, motor planning, and visual perceptual skills or to an optometrist who provides vision therapy services. Click here for more information from an OT perspective.