The purpose of this study was to examine the effects of two methods of teaching reading upon reversal errors. A sample of 210 pupils in grades one through four were selected for this study. One half of the group had learned to read through an analytic method while the other half had learned through a synthetic method. Since the synthetic group had also used a typewriter in learning to read, this study also examined the effects of training in directionality as well as Orton's assumption that reversal errors are manifestations of an underlying tendency to reverse the direction of scan. The groups were matched according to grade level, IQ scores, and reading test scores. Data were analyzed from three administrations of three different test form/mode presentations. Results showed that there were no significant differences between the reversal mean test scores of the two groups for all grade levels and that the main effects of grade levels with the combined groups were found to be significant at the .05 level. Also Orton's assumption regarding directional scan was not supported because children in the first grade made significantly more errors than did children in grades two through four, regardless of method of teaching reading. (Author/JM)