Prevalence of Learners with Specific Learning Disabilities (SLD) in Reading Comprehension at the Elementary Level

Abstract

This study centers on identifying the frequency of learners suffering from Specific Learning Disabilities (SLD) in reading comprehension at the elementary level. Employing a descriptive survey design, the study gathered information through a multi-stage screening and diagnostic assessment of 300 students from Grades 2 to 5. Teacher and parent questionnaires were also used to supplement the data. The results showed that 16% of the students qualified for comprehension-based SLD. Besides the differences observed in grade levels and parental education, no significant differences in gender were found. The diagnostic tools used in this study were very reliable (α = .81–.89) and had strong convergent validity with teacher ratings (r = −.68, p < .01). These findings emphasize the importance of comprehension-focused screening and intervention. The children of less educated parents should be given special attention. The study suggests the use of appropriate grade comprehension tests and a multi-tiered support system as a means of early detection and instructional planning for students with SLD in reading ‍‌comprehension.

Keywords: Specific Learning Disabilities, reading comprehension, prevalence, elementary education, assessment