Patterns of Specific Learning Difficulties in Literacy, Numeracy and Orthography in School Children of Grade 4thand 5th

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dc.contributor.authorFatima Naeem
dc.date.accessioned2025-09-02T09:20:28Z
dc.date.available2025-09-02T09:20:28Z
dc.date.issued2015
dc.description.abstractThe concept of dyslexia has been with us for nearly 200 years, yet its existence is debatable to some and doubtful for others. No standard psychological assessment exists to identify dyslexia / SLD’s in Pakistan. This study was carried out to identify the patterns and signs of SLD’s in school children of grade 4th and 5th (9 - 12 years) in public schools. First current literature was searched to identify signs of SLD’s in the achievement level and cognitive functioning of school children. 900 school children (48.30% boys and 51.70 % girls) were assessed on 8 individual and 10 group tests, measuring achievement and cognitive skills. The results were analyzed for three levels of achievement Above Average, Average, and Below Average . The analysis of data showed that achievement and cognitive problems are prevalent in all three levels of achievement, yet the functioning was not consistent with the diagnosis of SLD’s. On dictation test Urdu four graphical errors were idenetified (Omission, Addition, Phonetic Attempt, and Bizarreness). Regression analysis of the data showed that acaheievement and cognitive skills were found to be the signigicant negative predictor of dictation error Bizarreness. The results were discussed in the terms of cultural factors, education system and teaching methods prevalent in Pakistani schools.
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/5929
dc.language.isoen
dc.publisherUMT, Lahore
dc.titlePatterns of Specific Learning Difficulties in Literacy, Numeracy and Orthography in School Children of Grade 4thand 5th
dc.typeThesis
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