Abstract
The major purpose of this study was to investigate the prevalence of learning difficulties (LDs) among primary school students (Grade 1 to Grade 3) in Jordan. A total of 306 students were randomly selected and tested using the Arabic version of the Woodcock-Johnson Basic Achievement Tests that measure reading, spelling, and calculation skills. The prevalence of the combined and types of LDs was investigated. In addition, the researchers explored the correspondence between the prevalence of LDs and the following variables: gender, grade level, school type, parents’ level of education, and monthly income. Results indicated that high prevalence and comorbidity rates were found among all LDs conditions; there was a higher prevalence of LDs in males than in females, increasing prevalence of identified LDs with an increasing grade level, and students who were identified with LDs were more likely to be from low socioeconomic status attending public schools. Implications and suggestions for future research are also discussed.
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