Diagnostic survey of dyslexia and accompanying behavioral indicators in primary school students in Saudi Arabia

Abstract

BackgroundAlthough dyslexia is the most common learning disorder in children, it has not received adequate attention in Saudi Arabia. AimsThis study aimed at determining the prevalence of dyslexia among Saudi students in Grades 3–6, exploring associations between severity of dyslexia, its behavioral indicators, gender and grade, and the moderating role of grade in the relationship between severity and behavioral indicators. Methods and proceduresThe sample consisted of 2848 female students and 2647 male students in Zulfi governorate, Saudi Arabia. A survey-based mixed-methods design was chosen including a structured interview with teachers and three assessments using the Diagnostic Assessment Scale for Dyslexia, the Arabic Reading Test, and the Dyslexia Behavioral Indicators Scale. Outcomes and resultsDyslexia was assessed in 5.86 % of the total sample. It was twice as prevalent among male students as among female students (6.54 % and 3.83 %, respectively). The mean score for behavioral indicators of dyslexia was also significantly higher for male than for female students. The correlation between dyslexia severity and behavioral indicators score was high and significant, with grade level as a significant moderator. Conclusions and implicationsWe found that, for children with dyslexia in Saudi Arabia, dyslexia was twice as prevalent among male students as among female students. Early dyslexia diagnosis and intervention services are suggested to reduce the risk for reading problems.