Abstract
Objective:Dealing with Dyslexia, Dysgraphia and Dyscalculia symptoms is a major challenge for teachers and school psychologists while addressing students’ issues. The present study was designed to examine the prevalence and comorbidity of specific learning disabilities (SLD) symptoms such as dyslexia, dysgraphia and dyscalculia in public and private schools of Lahore, Pakistan.Methods:This cross-sectional study was conducted in four schools of Lahore from June, 2019 to December 2019. We examined 666 participants (boys= 384, girls= 282) from two public (n=409) and two private (n=257) schools of Lahore with a mean age of 13 years (SD±1.44). Participants were assessed on Learning Disabilities Checklist (LDC) along with a demographic sheet. The data were analyzed by using descriptive statistics (frequencies and percentages) and inferential analyses of Chi Square test of association and Cohen’s Kappa by using SPSS version 24.Results:Findings indicated that 39% participants showed SLD symptoms, 33% dyslexia, 48% dysgraphia and 45% dyscalculia symptoms. Significant co-morbidities were seen, such as 30% for dyslexia and dysgraphia symptoms, dyslexia and dyscalculia 26% and dysgraphia and dyscalculia as 36%. Variations in SLD, dyslexia, dysgraphia and dyscalculia symptoms were also seen across gender and schools with significant higher prevalence in public schools.Conclusion:High prevalence of SLD symptoms and comorbidity in students was found which is alarming, particularly in public sector schools in Pakistan. SLD and dyslexia were higher for boys, whereas girls scored high on dysgraphia and dyscalculia. Therefore, there is great need of introducing screening measure of assessment of SLD and management strategies to deal with these issues.
Highlights
Specific Learning Disabilities (SLD) are a heterogeneous group of neuro-behavioral features demonstrated by significant persistent, specific and unexpected difficulties in the acquisition and use of efficient reading, writing and mathematical abilities
In a south Asian normative sample, estimated prevalence for specific learning disabilities (SLD), dyslexia, dysgraphia and dyscalculia were found as 15.17%, 11.2%, 12. 5%, and 10.5 % respectively.[6]
The present study examined the prevalence of the SLD and comorbidity of dyslexia, dysgraphia and dyscalculia
Summary
Specific Learning Disabilities (SLD) are a heterogeneous group of neuro-behavioral features demonstrated by significant persistent, specific and unexpected difficulties in the acquisition and use of efficient reading (dyslexia), writing (dysgraphia) and mathematical (dyscalculia) abilities. These difficulties are experienced independent of adequate social, cultural opportunities, motivation level, intelligence, intact senses and conventional instructions.[1] Broadly speaking SLD. Dyslexia is most commonly occurring learning disorder affecting approximately 80% of the school children identified with SLD.[3] In case of dysgraphia, available literature lacks to identify any specific direction, yet closely related writing deficits are estimated in a wide range of 5 to 20%.4. In a south Asian normative sample (from East India), estimated prevalence for SLD, dyslexia, dysgraphia and dyscalculia were found as 15.17%, 11.2%, 12. 5%, and 10.5 % respectively.[6]
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