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• W182327645 abstract "The purpose of this study was to come up with a diagnostic tool that can be used toidentify students with symptoms of dyslexia and then to determine whether there was anysignificant correlation between symptoms of dyslexia in students and disciplineproblems. The target population was Standard 3 and Standard 4 students from nationalprimary schools in the District of Klang. A total of 197 respondents were selectedthrough cluster random sampling.Data was collected by carrying out a 10-Item Diagnostic Test. The test covered RapidNaming, Bead Threading, Hearing Skills, Postural Stability, Phonemic Segmentation, 2-Minute Spelling, Backward Digit Span, One-Minute Writing, Verbal Fluency andSemantic Fluency. It took about thirty minutes to be administered to each student. Thetests were then normed separately for the (104) Standard 3 and (93) Standard 4 students.Teacher nomination was used to identify students with discipline problems. Thestudent’s academic achievement was based on their results in the mid-year examination using the average score in Mathematics, English and Bahasa Malaysia. The data wasanalysed by means of the Independent t-test and the Pearson’s product momentcorrelation.The Independent t-test was used to compare students who achieved zero (0) for their totalscore for symptoms of dyslexia with students who had a score ranging from 10 to 20.The test showed that there was significant difference in the academic achievement (t (50)=7.06, p<.05) of students with symptoms of dyslexia (M=33.83, SD=19.44) and studentswithout symptoms of dyslexia (M=69.69, SD=19.43). There was a significant differenceas well in the occurrence of discipline problems (t (50) =-8.13, p<0.05) among studentswith symptoms of dyslexia (M=3.24,SD=1.09) and students without symptoms ofdyslexia (M=0.93, SD=1.11).In the correlation analysis, it was found that there was a significant negative correlation(substantial relationship) between academic achievement and symptoms of dyslexia forboth the Standard 3 ( r (103) = -.603, p< .01) and the Standard 4 (r (89) = -.616, p< .01)students. The Pearson’s product moment correlation also showed that the relationshipbetween discipline problems and symptoms of dyslexia was higher for the older students.The Standard 3 students had r = .387, p< .01 which is a definite but small relationship,while the Standard 4 students had r = .489, p< .01 which is a substantial relationship.This might indicate a trend where the contribution of symptoms of dyslexia to disciplineproblems increases as the student progresses through the school system.In the analysis of variance, it was found that there was no significant difference in the occurrence of discipline problems and students with symptoms of dyslexia among theMalays, Chinese and Indians. However there was a difference in terms of the socioeconomicstatus. The students who come from the higher SES families have the lowestdyslexic score (2.13) whilst having the highest academic achievement (70.40). Theopposite is seen for students from the lower SES families who have the highest dyslexicscore (6.36) whilst having the lowest academic achievement (44.41). The results alsoshow a significant difference in discipline problems based on the SES. This is consistentwith studies carried out by the Ministry of Education that show that indisciplinepredominates in the urban poor and working-class groups (Rahimah & Norani, 1998).A comparison was also made between the boys and girls and the findings showed thatthere was no significant difference in the total dyslexic score between the two sexes.This is consistent with studies where measurement was based on the researchidentification and not on the basis of school identification. On the other hand, there is asignificant difference in the occurrence of discipline problems when the boys (M=2.68,SD=1.51) were compared to the girls (M=1.64, SD=1.37).This study has contributed in some measure in establishing a diagnostic tool that can beused in schools to identify students with symptoms of dyslexia. Furthermore, by showingthe correlation between symptoms of dyslexia to both academic achievement anddiscipline problems, it emphasises the importance of detecting students with symptoms ofdyslexia as soon as possible so that appropriate remedial work and teaching methods canbe applied." @default.
• W182327645 created "2016-06-24" @default.
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• W182327645 date "2003-03-01" @default.
• W182327645 modified "2023-09-26" @default.
• W182327645 title "The Identification of Primary School Students with Symptoms of Dyslexia, Their Academic Achievements and Discipline Problems" @default.
• W182327645 hasPublicationYear "2003" @default.
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