Response Letter to the Article: “Prevalence of Specific Learning Disabilities Among Primary School Children in a South Indian City”

2012 ◽  
Vol 80 (5) ◽  
pp. 439-440 ◽  
Author(s):  
Sunil Karande ◽  
Anjana A. Thadhani
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
School Children ◽  
Specific Learning Disabilities ◽  
Primary School Children ◽  
South Indian ◽  
Indian City ◽  
Specific Learning

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

scholarly journals The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne

2017 ◽  
Vol 54 (4) ◽  
pp. 343-349 ◽  
Author(s):  
Isik GORKER ◽  
Leyla BOZATLI ◽  
Umran KORKMAZLAR ◽  
Meltem YÜCEL KARADAG ◽  
Cansin CEYLAN ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Sociodemographic Characteristics ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Specific Learning

I Learn this Way!

2013 ◽  
pp. 327-335
Author(s):  
Sabrina Fusi ◽  
Zara Mehrnoosh
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Learning Style ◽  
School Children ◽  
Good Method ◽  
First Grade ◽  
Specific Learning Disabilities ◽  
Primary Stage ◽  
Teaching Tools ◽  
Specific Learning

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

Coping Strategies of Primary School Students With Specific Learning Disabilities

2017 ◽  
Vol 8 (4) ◽  
pp. 39-52 ◽  
Author(s):  
Karin Bagnato
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Coping Strategies ◽  
Specific Learning Disabilities ◽  
Typical Development ◽  
Primary School Students ◽  
School Students ◽  
Coping Behaviour ◽  
Problematic Situations ◽  
Specific Learning

This article focuses on proving whether there are differences among children with or without learning disabilities when choosing coping strategies that may be functional to solve problematic situations. The participants were 32 children with learning disabilities and 32 children without learning disabilities aged between 8 and 11. Results show that children with learning disabilities have less often coping behaviour rather than their peers with typical development. This demonstrates the need to opt for educational actions as soon as possible fostering suitable strategies in order to face problematic situations.

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