Prevalence and Pattern of Learning Difficulties in Primary School Students in Jordan

Autor/inn/en	Abu-Hamour, Bashir; Al-Hmouz, Hanan
Titel	Prevalence and Pattern of Learning Difficulties in Primary School Students in Jordan
Quelle	In: Australian Journal of Learning Difficulties, 21 (2016) 2, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1287104
Schlagwörter	Foreign Countries; Learning Problems; Incidence; Elementary School Students; Achievement Tests; Reading Difficulties; Spelling; Computation; Word Lists; Predictor Variables; Correlation; Educational Diagnosis; At Risk Students; Early Childhood Education; Jordan; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ausland; Lernproblem; Vorkommen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reading difficulty; Leseschwierigkeit; Schreibweise; Wortliste; Prädiktor; Korrelation; Pedagogical diagnostics; Pädagogische Diagnostik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The major purpose of this study was to investigate the prevalence of learning difficulties (LDs) among primary school students (Grade 1 to Grade 3) in Jordan. A total of 306 students were randomly selected and tested using the Arabic version of the Woodcock-Johnson Basic Achievement Tests that measure reading, spelling, and calculation skills. The prevalence of the combined and types of LDs was investigated. In addition, the researchers explored the correspondence between the prevalence of LDs and the following variables: gender, grade level, school type, parents' level of education, and monthly income. Results indicated that high prevalence and comorbidity rates were found among all LDs conditions; there was a higher prevalence of LDs in males than in females, increasing prevalence of identified LDs with an increasing grade level, and students who were identified with LDs were more likely to be from low socioeconomic status attending public schools. Implications and suggestions for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01