Fixing B-D Reversals

Practice
Packet #1
Fixing
b-d Confusion

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v1 1113
Fixing b-d Confusion
Readsters
Practice Packets:
Practice Packet #1: Fixing b-d Confusion
Practice Packet #2: Fixing Common Letter Name Confusions
Practice Packet #3: Fixing Common High Frequency Word Confusions
Practice Packet #4: Fixing Silent-e Confusion
These and other products are available at www.Readsters.com.

2010 Readsters, LLC

Please respect the copyright for this downloaded document.
The individual who purchased this packet has permission to make and
use hard copies of materials in this packet, but not to distribute the
copies for use by others. No permission is granted to make copies of this
packet in any electronic or digital form for any purpose.


Contents
I. Overview ..................................................................................
II. Directions for Teaching the b-hand ....................................... 2

III. Using the b-Hand in Step 1 .................................................... 3

IV. Positive Error Correction ....................................................... 3

V. Materials for Practice ............................................................. 4

VI. Directions for b-d Practice .................................................... 5

VII. Directions for Small Group Practice .................................... 6

Teaching the b-Hand .................................................................... 7

Practice Pages
b-d Letter Naming Practice ................................................. 8
b-d Word Reading Practice ................................................ 13

Tracking Charts
Student Tracking Chart ....................................................... 18
Small Group Tracking Chart ................................................ 19
2010 Readsters, LLC.

Please respect the copyright for this downloaded document. The individual who purchased this packet has permission to make and use hard copies, but not to
distribute the copies for use by others. No permission is granted to make electronic or digital copies. Anyone else who wants to use any part of the packet can
purchase it online at www.Readsters.com.
I. OVERVIEW
Students who mix-up b and d need focused, frequent, and consistent practice to eliminate the
confusion. The focused practice in this packet is a three-step, multi-sensory process. To resolve
other common letter name confusions, use Practice Packet #2, Fixing Common Letter Name
Confusions, available at www.Readsters.com.
In Steps 1 and 2, students name letters, half of which are bs or ds. In Step 3, students read words
with the letters b and d. Reading words such as cod, cob, dad, bad, bid, and did ensures that
students can not only name the letters correctly, but can also read these potentially confusing words.
Students master the goal for each step before moving to the next step. When the goal for the third
step is mastered, the student should rarely or never confuse the letters b and d when reading.
Goals, Daily Practice, and Mastery
The goals for each step are:

Step 1: Accurately name letters while putting the b-hand next to the letters b and d (see
below).
Step 2: Accurately name letters without using the b-hand.
Step 3: Accurately read words with b and d without using the b-hand.
During daily practice, the student names letters or reads words until he names all letters or reads all
words in three lines correctly, with no errors or self-corrections. The student does not have to
name letters or read words correctly in consecutive lines. He keeps practicing until he has named
letters or read words correctly in three lines.
Students demonstrate mastery of a step by naming letters or reading words in the first 3 lines
attempted with no errors or self-corrections 3 days in a row.
100% Accuracy
To eliminate the confusion between the letters b and d, students need to practice until they
consistently achieve 100% accuracy. Self-corrections are always counted as errors because students
need to be correct the first time and every time they read a word with a b or d.
Daily One-on-One Practice

The most effective way to fix b-d confusion is for the teacher to work daily with one student at a
time. Practicing one-on-one with a student generally takes 35 minutes daily. Practice three days a
week is the minimum recommended. Practicing less often may not result in any improvement.
Sometimes it may be necessary, though not ideal, to practice in a small group. Directions for
practicing with small groups are on page 5.
The b-hand
The b-hand is a multi-sensory anchor that students use to know with confidence
whether a letter is a b or a d. In Step 1, students place their b-hand next to the letters
b and d, and they compare the shape of their b-hand with the shape of the letter. If
the vertical line of the letter is on the same side as the thumb, the letter is a b. If the
vertical line on the letter is on the opposite side, the letter is a d.
Readsters teaches only the b-hand, and not a d-hand, because some students can be confused about
which hand is which. When a student uses only the b-hand, if the letter matches the b-hand, it is a
b, and if the letter doesnt match the b-hand, it is a d.
II.
DIRECTIONS FOR TEACHING THE B-HAND
Before starting practice, teach the student how to make a b-hand.

1. Make copy of page 6, which has a b at the top and a b and d at the
bottom.
2. Show the student how to make the b-hand:
First, show how to make a
fist with the back of the
hand resting on the desk
next to the letter b at the
top of the page.
Next, show how to extend

the thumb so that it points
the same direction as the
line on the b.
3. Show the student that the b-hand has the same shape as the letter b.
Point out that the students fist with the extended thumb looks like the letter b. The ball of
the fist is like the circle on the b. The extended thumb is like the line.
Point out that the extended thumb is on the same side of the fist as the line on the letter b.
Explain that the student will know the letter is a b when his thumb is on the same side of the
circle as the line on the b.
Note: If the student points out that his right hand looks like a d, acknowledge that it does. Tell the
student that he wont need a d-hand for this practice because if the letter does not look like the b-
hand, it is a d.
4. Show the student how to use the b-hand to tell the difference between 'b' and 'd'.
The student places the b-hand immediately to the left of letter b at the bottom of the page.
1.
Teacher asks: Is that letter a b or a d?
2. Student answers: B.
3. Teacher asks: How do you know?
4. Student answers something similar to: Because the line on the
letter is on the same side as my thumb.
The student places his b-hand immediately to the left of letter d at the bottom of the page.
1.
Teacher asks: Is that letter a b or a d?
2. Student answers: D.
3. Teacher asks: How do you know?
4. Student answers something similar to: Because the line on the letter
is not on the same side as my thumb.

III. Using the b-Hand in Step 1

How the Student Uses his b-hand
Each time the student comes to a b or d, he places his b-hand to the left of the
letter. The student compares his b-hand with the letter before he names the letter,
and he takes his hand away from the practice page after he names the letter. (The
student does not have his b-hand on the practice page when he names letters
other than b or d.)
Deliberate Use of the b-hand

Before naming letters b and d, the student must deliberately and clearly place his b-hand by the
letters and look at his b-hand to compare it with the letter. This ensures the student checks the
letter against the b-hand before naming it.
Take the Hand Away for Other Letters

The student takes his hand away from the page for all letters that are not confusing. Some teachers
have their students hold their hand to their chest when they are not naming a confusing letter.
What To Do if the Student Does Not Use His b-hand

In Step 1, it is critical the student practice using the anchor. If the student (1) does not use his b-hand
or (2) does not clearly check his b-hand against the letter, immediately tell the student that he did not
use his b-hand or check the b-hand and have him start the line over. Do this even if the student
names the letter correctly. The line that the student starts again counts as correct if he checks his b-
hand and names all letters correctly.
Note for Steps 2 & 3: Some students use the b-hand below the table, which is acceptable.

IV.
POSITIVE ERROR CORRECTION
Use the following procedure to guide the student when correcting mistakes.
1.
Tell the student how many he got right by saying with a positive voice: number correct.
2. Point to any letter or word that was missed and say:

If the letter is a b or d: Check this letter with your b-hand.
If the letter is not a b or d: Check this letter.
After all mistakes are corrected, have the student move on to name the letters or read the
words in a different line.

V.
MATERIALS FOR PRACTICE
Practice Pages
The teacher and student each use a copy of the same practice page:
b-d Letter Naming Practice page for Steps 1
and 2 (pages 812).
Word Reading Practice page for Step 3

(pages 1317).
The student uses a copy of the practice page to name letters or read words. Some teachers laminate
a copy of the practice pages for students to use.
The teacher uses a copy of the same practice page (1) to mark errors as the student names letters or
reads words and (2) to record the number correct at the end of each line.
Five versions of the Letter Naming and Word Reading practice pages are provided in case teachers
want to vary the pages used. However, students can use one practice page multiple times without
memorizing it.
Tracking Charts
This packet has two tracking charts that the teacher uses daily to record each student's performance.
Student Tracking Chart to use for one-
Small Group Tracking Chart to use with
on-one practice (page 18).
a small group (page 19).
Fixing%bAd%Confusion
Fixing)b8d)Confusion
Small)Group)Tracking)Chart
Student%Tracking%Chart
Record)date,)practice)page)number,)the)number)of)rows)attempted,)and)the)number)of)rows)read)correctly.))When)each)goal)is)met,)
record)the)date)and)celebrate!
Record%date,%practice%page%number,%the%number%of%rows%attempted,%and%the%number%of%rows%read%correctly.%%When%each%goal%is%met,%
record%the%date%and%celebrate!
Student%Name:___________________________________________________________________________________________________
Step%1
Letter%Names%with%bAhand
Step%2
Letter%Names%(no%bAhand)
Date%Goal%1%Met:%%__________________
Date
Practice%
Page%#
#%Rows
Attempted%
#%Rows%
Correct
Date
Practice%
Page%#
#%Rows
Attempted%
Date%Goal%3%Met:%%__________________
#%Rows%
Correct
Date
Student)#1
Step%3
Words%
Date%Goal%2%Met:%%__________________
Practice%
Page%#
#%Rows
Attempted%
#%Rows%
Correct
Name:
Goal)1)8)Date)Met:))_____________________
Goal)1)8)Date)Met:))_____________________
Goal)2)8)Date)Met:)_____________________
Goal)2)8)Date)Met:)_____________________
Goal)2)8)Date)Met:)_____________________
Goal)3)8)Date)Met:)_____________________
Goal)3)8)Date)Met:)_____________________
Date
Student)#3
Name:
Goal)1)8)Date)Met:))_____________________
Student)#2
Name:
Practice)
#)Rows
Page)# Attempted)
#)Rows)
Correct
Date
1
2
Practice)
#)Rows
Page)# Attempted)
Goal)3)8)Date)Met:)_____________________
#)Rows)
Correct
Date
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2010 Readsters,
LLC.
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Please respect 24the copyright for this24downloaded document.
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and use hard copies,
but not to
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distribute the copies
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No permission is 26granted to make electronic or digital copies. Anyone
else who wants
packet can
24
24 to use any part of the
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purchase it online
at www.Readsters.com.
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to distribute the copies for use by others. Anyone else who wants to use any part of the packet can purchase it online at www.Readsters.com.
#)Rows)
Correct
5
6
12
Practice)
#)Rows
Page)# Attempted)
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to distribute the copies for use by others. Anyone else who wants to use any part of the packet can purchase it online at www.Readsters.com.
VI.
1.
DIRECTIONS FOR b-d PRACTICE

Practice every day.
2. The student names letters or reads words on a practice page until he has read three lines
correctly, with no self-corrections.
Lines read accurately do not have to be consecutive. (For example, when mistakes or self-
corrections are made in 2 lines, the student completes 5 lines total: 3 correct, 2 with errors.)
3. The teacher uses his own practice page to track and mark errors as the student reads and
records the number correct at the end of the line.
Self-corrections are counted as errors.
4. When the student finishes each line, the teacher tells the student how many letters or words
were read correctly. (Each line has 10 letters or words.)
If the student makes an error, including a self-correction, the teacher uses Positive Error
Correction (see Section IV, page 3).
5. The student continues with new lines until he has named letters or words correctly, without self-
corrections, in 3 lines total.
6. If the student does not read 3 lines correctly by the end of line 10, stop for the day.
7. The teacher records the students performance each day on the Student Tracking Chart.
When To Move to the Next Step

The student completes a step only when he names letters or reads words in the first 3 lines he
attempts without errors or self corrections 3 days in a row.
When the student finishes Step 3 (Reading Words) and can read words in the first 3 lines he
attempts without errors or self-corrections 3 days in a row, he has finished practicing. At this point,
the student should rarely or never confuse b and d when he reads.

VII. DIRECTIONS FOR SMALL GROUP PRACTICE

Although one-on-one practice is the most effective way to fix b-d confusion, sometimes it is
necessary to practice with a small group.
Maximum Group Size 3 students
Moving to the Next Step Completion of the steps for each student is the same as described in
Section VI (page 5).
Student Practice - Each student names letters or reads words in only three lines daily, regardless of
whether he reads the lines accurately or not.
Practice Pages
All students in the group use a copy of the same practice page.
Each student needs a copy of the practice page to use for tracking along with the reader and
marking errors. (See Group Management below.)
The teacher can place one practice page in a sheet protector, or laminate it, to hand to the
student who is naming letters or reading words.
Tracking Chart Use the Small Group Tracking Chart.
Group Management
When one student names letters or reads words, the other students are Checkers.
Checkers track and mark errors for the reader.
- Checkers use their pencils to track the letters the student is naming. (The
teacher must be vigilant about making this happen.)
- Checkers mark an X above any letter or word the student misreads.
The teacher tracks and marks errors on a copy of the practice page.
After a student finishes each line, teacher says: Checkers?
Thumbs Up
- Checkers give a thumbs up if the student correctly named the letters or

words.
- Checkers put up a helping hand if the student missed any letters or words.
- If the teacher disagrees with Checkers, teacher says: I heard them as all
correct or I heard number correct.
Use Positive Error Correction (see Section IV, page 3) with students who make
errors.


Helping Hand
Teaching b-Hand
b
b d


Letter Naming Practice #1
a d s b c b f d r b
x b d a d o b c d j
d y b q b o d g w b
r b d
d u e b k b t b d a
r o b d c d a d b s
u d
d c b d w b q d x y
b j d o b e b r d h
10
b s d h d
i d b g b f b s
b k d t b o d c d

b j d c b e b r d w
l
b k d t b a d s d
u d s d b g b f b o
d h b d
r d b o c d a b b c
d s a d c b f d r b
d x b q b o d g w b
b d
i b q d x y
i d b s h t d
d u e b j b r b o d
10
k b d a d y b c d o

x b k d a b a d s d
b j d c b e b r d w
d h b d
i b q d u y
f d s d b g b o b o
t d b r c d
d b s
d x g q b o d b w b
t b d y d c b h k d
i d e b u b r b d o
10
d f b a b c
l
j d r b
b d a d b s o d c

s c b d a a b d k d
d j
u h b d
b d t d b o f b s o
b c d r d
r f b a d j d b o b
k b c y d b t
e q b w b r d b
i g d d b y
l
x d b s
r d d
x d q b h d b g b
d b b a d s w o d c
10
d c b b u d
i b e o

b f s d o t d o b d
j b d q b e b r d w
g d u d
i b h d b y
d c d b u b
i b e o
d b r c d x d b s
f b d o b a d r b
a b s d a b c d k d
b x b q h d
b k b y d c d r d t
10
s b d a d b w c b o
d g b

Word Reading Practice #1
did
bun cob
dun
dill
stub cad
dog rod
rib
cod
bud bog rob dud stud bug
did
cab
lab grab din
tab
big
bin
bill
dug
cub
rid
tad
lad
rob bog dud
rib
dug
rid grad din
cub
tab
lad stub cob cad bug
bog
did
rib
10
cud grad big stud bud
grab big
dill
cod bun
cud
bin
dog cab bug
did
lab
tad dun
bill grab big

tad
lad
din stub bug stud cub rob
tab
dug dog
lab
bill
rod dun grad cad cud bud
bin
rod
cob cab dud

rid
dill
bun cod dug

dog dug cod
rib
rod
stud dun rob cab
did
bug dud bud
lab stub cub
din grab tad
bin
lad stud bug cab dog bud grad cud bug
did
dill
bill grad din
10
big
tab
cod rob
rib
tad
lab
rid
cob bun
big
bin
dill
bog
cad
bill
bun dud bog dun
big grab cud
rid
dug rod
dug
lad
tab
lad
stud din stub bug rob cub bog
rib
did
tab
dud cab grab dug
big
dill
cad cud bud cod bun rod grad dun
did
cub stub cob cad tad
cob dog
rid
lab
bill
bin

bug cob bun
bin
rid
dug dog
rib
stub big
cad
bill
tad
cub
din grab tab
dun bud
dill
bog dud rob stud did
lad grad cud dug bud stud bin
cab dog bug
rib
rob dud bog
cub
bill
big grab rod
bun cod
did
tad
lab
dun
tab stub cad cob
did
tad
bin
lad
grab dug
big
dog
bill
cob dud cab
dill
bog
did
din
bug stub stud rob cub
tab
10
rod grad dun cad bud cud
lad
rib
dug grad cud
bug cab
din
rid
lab
rod cod
dill
lab
rid
cod bun

big
bug
dill
dun bud stud rob bug cab
did
dud
bill
bun
bin
rib
rid
din
tad
cob dog dug rod cod
bog cad stub big
lab
cub grab tab
cud grad lad
dug
did
dill
rid
din
dug
rib
bin stud dog bug cab bud
lad
cob
tab
cub cad stub grab rod
dud cod bog rob
10
lab
bill grad did
dun tad bun
lad
grad cud dun cad bud
rid
dug
cob grab dill
lab
big
cud
tad
bin
rod cod bun cub
big
dog
bill
rib stub did
din
bug stud bog tab
dud cab
rob

big
big
cob bun
dog rod
rib
cod
dill
bud dun bog rob dud stud bug
did
cab
cad
big stub bill
lab grab din
tab
cud grad lad
dug bug bud stud dog cab
bin
dug
rib grad rod cad cob grab big
bill
bog dud rob
tab
lad
cub stub din
did
rib
bog
dun grad rod cad cud bud
rid
bun cod
lad
10
big
cob
bin
did
rid
bin
dill
dug
cub
rid
tad
tad
did
cud bug cab dud
dill
din stub bug stud cub rob
tab
dug grab dog
dun bun cod
lab
bill
lab
tad

Student Tracking Chart

Record date, practice page number, the number of rows attempted, and the number of rows read correctly. When each goal is met,
record the date and celebrate!
Student Name:___________________________________________________________________________________________________
Step 1
Letter Names with b-hand
Step 2
Letter Names (no b-hand)
Date Goal 1 Met: __________________

Date
Practice
Page #
# Rows
Attempted
Step 3
Words
Date Goal 2 Met: __________________
# Rows
Correct
Date
Practice
Page #
# Rows
Attempted
Date Goal 3 Met: __________________
# Rows
Correct
Date
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Practice
Page #
# Rows
Attempted
# Rows
Correct
Small Group Tracking Chart

Record date, practice page number, the number of rows attempted, and the number of rows read correctly. When each goal is met,
record the date and celebrate!
Student #1
Student #2
Student #3
Name:
Name:
Name:
Goal 1 - Date Met: _____________________
Goal 1 - Date Met: _____________________
Goal 1 - Date Met: _____________________
Goal 2 - Date Met: _____________________
Goal 2 - Date Met: _____________________
Goal 2 - Date Met: _____________________
Goal 3 - Date Met: _____________________
Goal 3 - Date Met: _____________________
Goal 3 - Date Met: _____________________
Date
Practice
# Rows
Page # Attempted
# Rows
Correct
Date
Practice
# Rows
Page # Attempted
# Rows
Correct
Date
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Practice
# Rows
Page # Attempted

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# Rows
Correct

Fixing B-D Reversals

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Fixing B-D Reversals

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Practice

801 North Pitt Street

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Fixing b-d Confusion

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Fixing b-d Confusion

II. Directions for Teaching the b-hand ....................................... 2

III. Using the b-Hand in Step 1 .................................................... 3

IV. Positive Error Correction ....................................................... 3

V. Materials for Practice ............................................................. 4

VI. Directions for b-d Practice .................................................... 5

VII. Directions for Small Group Practice .................................... 6

Teaching the b-Hand .................................................................... 7

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Fixing b-d Confusion

Goals, Daily Practice, and Mastery

The goals for each step are:

Daily One-on-One Practice

Fixing b-d Confusion

DIRECTIONS FOR TEACHING THE B-HAND

Before starting practice, teach the student how to make a b-hand.

Next, show how to extend

Teacher asks: Is that letter a b or a d?

Teacher asks: Is that letter a b or a d?

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Fixing b-d Confusion

III. Using the b-Hand in Step 1

Deliberate Use of the b-hand

Take the Hand Away for Other Letters

What To Do if the Student Does Not Use His b-hand

POSITIVE ERROR CORRECTION

2. Point to any letter or word that was missed and say:

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Fixing b-d Confusion

MATERIALS FOR PRACTICE

Word Reading Practice page for Step 3

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Fixing b-d Confusion

DIRECTIONS FOR b-d PRACTICE

When To Move to the Next Step

2010 Readsters, LLC.

Fixing b-d Confusion

VII. DIRECTIONS FOR SMALL GROUP PRACTICE

- Checkers give a thumbs up if the student correctly named the letters or

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Fixing b-d Confusion

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Fixing b-d Confusion

Letter Naming Practice #1

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Fixing b-d Confusion

Letter Naming Practice #2

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Fixing b-d Confusion

Letter Naming Practice #3

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Fixing b-d Confusion

Letter Naming Practice #4

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Fixing b-d Confusion

Letter Naming Practice #5