PURPOSE: to characterize the performance of students from 1st grade in the inversion and reversion errors in the written identification Brazilian Test. METHODS: 30 students from 1st grade of a public school in Marília City, from both genders, ranging from 7 to 7 years and 11 month old took part. As a procedure, we carried out the inversion and reversion errors in the written identification Test Brazilian adaptation. This Test is composed of 3 subtests: continuum performance subtest, short term memory subtest and written control subtest. Each subtest is composed of a test aiming to identify the skill of the student in identifying the inversion and reversion of isolated letters and numbers and sequence of letters and numbers. RESULTS: the results revealed that the students from 1st grade submitted superior performance in order to identify the reversion and inversion of letters inside the words than isolated ones, superior performance to identify the reversion to letters and numbers compared to the inversion of letters in the word. Moreover, the students of this study submitted smaller time frames in order to identify the reversion and inversion of isolated letters and numbers than in sequence. CONCLUSION: the Test adapted to this study allowed us to know the profile of 1st grade students in order to identify the inversion and reversion errors, however, it is necessary to apply it again in order to verify the occurrence of reversion and inversion errors identification in populations of different literacy phases.
Evaluation; Handwriting; Learning
