Publication:
Exploring specific learning difficulties in primary schools: An empirical research

Simple item page
dc.contributor.authorSukadarien_US
dc.contributor.authorJandra M.en_US
dc.contributor.authorSutartoen_US
dc.contributor.authorHehsan A.en_US
dc.contributor.authorJunaidi J.en_US
dc.contributor.authorHuda M.en_US
dc.contributor.authorid57212243004en_US
dc.contributor.authorid55509129600en_US
dc.contributor.authorid57216328696en_US
dc.contributor.authorid57190000565en_US
dc.contributor.authorid37041118900en_US
dc.contributor.authorid56712456800en_US
dc.date.accessioned2023-05-29T07:28:28Z
dc.date.available2023-05-29T07:28:28Z
dc.date.issued2019
dc.descriptionIdentification (control systems); Students; Surveys; Academic assessment; Learning difficulties; Primary schools; Specific learning; Student learning; Learning systemsen_US
dc.description.abstractThis study attempts to identify students with specific learning difficulty at inclusive primary school and to construct a model of assessment of specific learning difficulty. The data were collected by using observations, tests, interviews, and questionnaires and the data analysis used a descriptive quantitative and qualitative approach. The research results indicate that 85 (18.27 %) of 465 research subjects are identified as those having specific learning difficulty with the male ones among those so identified being greater in number than the female ones (their percentages being respectively 55.3 % and 44.7 %). The distribution of the types of their specific learning difficulty could be shown as follows: of the 85 research subjects, 26 (22.10 %) have difficulty with reading; 23 (19.55 %) have difficulty with writing; and 36 (30.60 %) have difficulty with mathematics. The model of assessment applied was as follows: difficulty in learning reading was assessed by using the Fernald, Gillingham, and Glass-Analysis methods, difficulty in learning writing was assessed by viewing students' activities of writing by hand (or beginning writing), spelling, and expressive writing, and difficulty in learning mathematics was assessed by using formal and informal assessment models. � 2019 Mattingley Publishing. All rights reserved.en_US
dc.description.natureFinalen_US
dc.identifier.epage4399
dc.identifier.issue11-Dec
dc.identifier.scopus2-s2.0-85077179005
dc.identifier.spage4387
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85077179005&partnerID=40&md5=eb8f6a86082632cdd26985e9903ea555
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/24898
dc.identifier.volume81
dc.publisherMattingley Publishingen_US
dc.sourceScopus
dc.sourcetitleTest Engineering and Management
dc.titleExploring specific learning difficulties in primary schools: An empirical researchen_US
dc.typeArticleen_US
dspace.entity.typePublication
Files
Collections
SCOPUS