Abstract

This study investigates the phenomenon of mirror writing among Saudi elementary students when writing their names in both English and Arabic. It aims to explore how interference from the Arabic right-to-left writing direction influences English name-writing performance and letter orientation. The research sample consisted of thirteen students (ten in Grade 2 and three in Grade 3) from a national elementary school in Saudi Arabia. A descriptive qualitative approach was employed to analyze handwriting samples collected from each participant. The findings revealed systematic reversals in both Arabic and English name writing, indicating unstable directional control and strong cross-linguistic interference. Many students reversed entire names or specific right-facing English letters, reflecting the dominant influence of Arabic’s right-to-left orientation. The results highlight how early bilingual writers transfer directionality patterns between scripts, leading to mirror-writing behaviors. This study contributes to understanding cross-linguistic interference in early literacy development and offers pedagogical recommendations for strengthening spatial and directional awareness among bilingual learners.

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