DYSLEXIA IN HIGHER PRIMARY SCHOOL CHILDREN: IDENTIFICATION, PREVALENCE AND EFFECT ON ACADEMIC ACHIEVEMENT AND BEHAVIOURAL PROBLEMS
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Date
2015-06
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University of Agricultural Sciences Dharwad
Abstract
Identification of dyslexia in higher primary school children and its prevalence was conducted in four schools of Dharwad taluk. Out of 380 children studying in 5th, 6th and 7th standard 108 children were low in general intelligence who were screened by standard Raven’s progressive matrices. The rest 267 children were screened using junior (6.6–11.5 yrs)/senior (11.6–16.5 yrs) dyslexia tool which consists of 13 subtests viz, rapid naming, bead threading, one minute reading, postural stability, phonemic segmentation, rhymes (DST-J)/spoonerisms (DST-S), two minute spelling, backwards digit span, nonsense passage reading, one minute writing, verbal fluency, semantic fluency and non verbal reasoning. The behavioural problems of children were assessed using teacher report form of Achenbach’s child behavioural checklist (2001).
Results revealed that about 66.66 per cent of children were at high risk of dyslexia, and 14.6 per cent of children fell under mild risk category. Further Bender Gestalt test was administered on a sub sample to check for cerebral dysfunction, among them 55 per cent children showed signs of poor motor coordination and poor memory indicating cerebral dysfunction. Further investigation is necessary to examine the environmental causes of risk of dyslexia. Gender and locality was significantly related with risk of dyslexia where in the male to female ratio of risk of dyslexia was 1.5:1. Mother’s education was significantly (r=0.183**) related with child’s risk of dyslexia indicating higher the education of mother higher was the risk of dyslexia, but socio economic status of the children was not related to the risk of dyslexia.
The academic achievement of children was negatively associated with risk of dyslexia (r=-0.635**) indicating that children with risk of dyslexia had lower academic achievement. Risk of dyslexia was significantly related to the internalizing (r=0.240*) and externalizing (r=0.236*) behavioural problems of the children.
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