An Analysis of Demographic Characteristics of Students at Risk for Learning Disorders in Nam Dinh Provincevince
Main Article Content
Abstract
Understanding early signs of learning disorders since children were in preschool combined with popular demographic characteristics helps detect and intervene on time and reduces harmful effects on their development. 554 parents and 38 homeroom teachers of grade 1st and 2nd students in Nam Dinh province participated in this study to describe family members, development, and academic achievement of students with a risk of learning disorders. The results showed that 11.7% of students had a risk of learning disorders, with 23 students having a type of LD, 17 students having two types, and 25 students having all three types of LD. The rate of male: female of the three groups was a range of 1.8-3.3:1. The mean age of the student’s parents with risk for a type of LD was smaller than that of the two left student group’s parents. The most common early symptom before engaging in elementary school was delayed speech and difficulty in pronunciation. In addition, the analyzed data revealed that the students in Nam Dinh City had a significantly higher percentage than those in Truc Ninh and Giao Thuy.
Keywords:
Demographic characteristics, early symptoms, learning disorders, elementary students, Nam Dinh province.
References
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[47] B. Zablotsky, J. M. Alford, Racial and Ethnic Differences in the Prevalence of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities among US Children Aged 3-17 Years, NCHS Data Brief, No. 358, National Center for Health Statistics, 2020.
[48] X. Zhang, P. Räsänen, T. Koponen, K. Aunola, M. K. Lerkkanen, J. E. Nurmi, Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5‐Year Longitudinal Study, Child Development, Vol. 91, No. 1, 2020, pp. 7-27.
[2] P. A. Baird, I. M. L, Yee, A. D. Sadovnick, Population-based Study of Long-term Outcomes After Amniocentesis, The Lancet, Vol. 344, No. 8930, 1994, pp. 1134-1136.
[3] L. Bozatlı, H. C. Aykutlu, A. S. Giray, T. Ataş, Ç. Özkan, B. G. Yıldırım, I. Görker, Children at Risk of Specific Learning Disorder: A Study on Prevalence and Risk Factors, Children, Vol. 11, No. 7, 2024, pp. 759.
[4] A. Büber, Ö. Başay, H. Şenol, H, The Prevalence and Comorbidity Rates of Specific Learning Disorders among Primary School Children in Turkey, Nordic journal of Psychiatry, Vol. 74, No. 6, 2020, pp. 453-460.
[5] N. E. Chere, D. Hlalele, Academic Underachievement of Learners at School: A Literature Review, Mediterranean Journal of Social Sciences, Vol. 5, No. 23, 2014, pp. 827-839.
[6] G. N. Coskun, H. G. A. Gurbuz, V. Ceri, B. Dogangun, Psychiatric Comorbidities in Children with Specific Learning Disability/Ozgul Ogrenme Bozuklugu Olan Cocuklarda Psikiyatrik Es Tanilarin Incelenmesi, Anadolu Psikiyatri Dergisi, Vol. 19, No. 1, 2018, pp. 87-95.
[7] S. L. Chordia, K. Thandapani, A. Arunagirinathan, Children at Risk of Developing Specific Learning Disability in Primary Schools, The Indian Journal of Pediatrics, Vol. 87, 2020, pp. 94-98.
[8] J. DeBrew, Who will Help My Son?: A Family's Journey with Dyslexia, Journal of Psychosocial Nursing and Mental Health Services, Vol. 55, No. 8, 2017, pp. 27-30.
[9] K. Denton, B. Coneway, M. Simmons, M. Behl, M. Shin, Parents' Voices Matter: A Mixed‐method Study on the Dyslexia Diagnosis Process, Psychology in the Schools, Vol. 59, No. 11, 2022, pp. 2267-2286.
[10] A. Earey, Parental Experiences of Support for Pupils with Dyslexia: Ignoring the Effect on Parents, Support for Learning, Vol. 28, No. 1, 2013, pp. 35-40.
[11] E. Ferrer, B. A. Shaywitz, J. M. Holahan, K. Marchione, S. E. Shaywitz, Uncoupling of Reading and IQ over Time: Empirical Evidence for a Definition of Dyslexia, Psychological Science, Vol. 21, No. 1, 2010, pp. 93-101.
[12] I. S. Fortes, C. S. Paula, M. C. Oliveira, I. A. Bordin, J. D. J. Mari, L. A. A. Rohde, A Cross-Sectional Study to Assess the Prevalence of DSM-5 Specific Learning Disorders in Representative School Samples from the Second to Sixth Grade in Brazil, European Child and Adolescent Psychiatry, Vol. 25, 2016, pp. 195-207.
[13] P. Grandjean, P. J. Landrigan, Neurobehavioural Effects of Developmental Toxicity, The Lancet Neurology, Vol. 13, No. 3, pp. 330-338.
[14] N. T. H. Giang, H. T. K. Truong, H. T. K, Life Satisfaction of Children Aged from 8 to 12 Years and Related Aspects, Proceedings of the USSH HCM International Conference, 2021, pp. 165-166.
[15] T. D. Nguyen, Knowledge of Caring for Schizophrenic Patients at Home of Primary Care Givers of Schizophrenic Patients at Nam Dinh Provincial Schizophrenic Hospital in 2020, Vietnam Medical Journal, Vol. 526, No. 2, 2023, https://doi.org/10.51298/vmj.v526i2.5545.
[16] T. T. Nguyen, T. A. Truong, V. C. Le, The Burden of Caring for People with Epilepsy of Primary Caregivers at Nam Dinh Psychiatric Hospital, Vietnam Medical Journal, Vol. 538, No. 2, 2024, https://doi.org/10.51298/vmj.v538i2.9485.
[17] J. Hewison, J. Tizard, Parental Involvement and Reading Attainment, British Journal of Educational Psychology, Vol. 50, No. 3, 1980, pp. 209-215.
[18] R. Jayasekara, J. Street, Parental Age and Parity in Dyslexic Boys, Journal of Biosocial Science, Vol. 10, No. 3, 1978, pp. 255-261.
[19] S. Johnson, N. Marlow, D. Wolke, Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale, Developmental Medicine and Child Neurology, Vol. 54, No. 6, 2012, pp. 544-551.
[20] T. L. Kelley, Phenomenological Investigation of Student, Parent, and Teacher Perceptions of a School District's Dyslexia Program [Educational Psychology 3500], Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol. 83, No. 12-A, 2022, pp. 1-107.
[21] E. Klasen, Learning Disabilities in German Children, Bulletin of the Orton Society, Vol. 27, 1977, pp. 112-126.
[22] A. Kohli, S. Sharma, S. K. Padhy, Specific Learning Disabilities: Issues that Remain Unanswered, Indian Journal of Psychological Medicine, Vol. 40, No. 5, 2018, pp. 399-405.
[23] L. Liu, J. Wang, S. Shao, X. Luo, R. Kong, X. Zhang, R. Song, Descriptive Epidemiology of Prenatal and Perinatal Risk Factors in a Chinese Population with Reading Disorder, Scientific Reports, Vol. 6, No. 1, 2016, pp. 36697.
[24] B. A. Melekian, Family Characteristics of Children with Dyslexia, Journal of Learning Disabilities, Vol. 23, No. 6, 1990, pp. 386-391.
[25] E. D. Miesch, Navigating Dyslexia from Kindergarten to College: A Study of Parents' Individual Narratives (Publication Number 28317083) [Ph.D., Concordia University Chicago], ProQuest Dissertations & Theses Global, Ann Arbor, 2020.
[26] K. Moll, S. Kunze, N. Neuhoff, J. Bruder, G. S. Körne, Specific Learning Disorder: Prevalence and Gender Differences, PLoS one, Vol. 9, No. 7, 2014, pp. e103537.
[27] K. Morsanyi, B. M. V. Bers, T. McCormack, J. McGourty, The Prevalence of Specific Learning Disorders in Mathematics and Comorbidity with other Developmental Disorders in Primary School‐age Children, British Journal of Psychology, Vol. 109, No. 4, 2018, pp. 917-940.
[28] National Center for Learning Disabilities, Learning Disabilities Checklist, Retrieved on August 12, 2024.
[29] S. C. O'Connor, O. Spreen, The Relationship Between Parents' Socioeconomic Status and Education Level, and Adult Occupational and Ducational Achievement of Children with Learning Disabilities, Journal of Learning Disabilities, Vol. 21, No. 3, 1988, pp. 148-153.
[30] M. L. Okoli, C. E. Ogbu, C. O. Enyi, I. C. Okoli, R. E. Wilson, R. S. Kirby, Sociodemographic and Socioeconomic Correlates of Learning Disability in Preterm Children in the United States, BMC Public Health, Vol. 22, No. 1, 2022, pp. 212.
[31] A. V. E. Owens, Caregiver Experiences with the Dyslexia Identification Process in a Borderland Community in Texas [Educational Psychology 3500], Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol. 82, No. 8-A, 2021, pp. 1-398.
[32] S. K. Padhy, S. Goel, S. S. Das, S. Sarkar, V. Sharma, M. Panigrahi, Prevalence and Patterns of Learning Disabilities in School Children, The Indian Journal of Pediatrics, Vol. 83, 2016, pp. 300-306.
[33] T. T. U. Pham, T. H. G. A. Nguyen, Survey of the Prevalence of Children Aged 24-36 Months with Autism Spectrum Disorder Symptoms Using the MCHAT-R and MCHAT-R/F Scales at Public Preschools in Nam Dinh City, Vietnam Journal of Physiology, Vol. 26, No. 4, 2022, https://doi.org/10.54928/vjop.v26i4.110.
[34] R. Pohl, J. Soleilhavoup, J. B. Rezigue, Formation, Mobilité Sociale, Salaires, Collections de l'INSEE: Série D, 1983.
[35] K. J. Porter, J. B. Oetting, L. Pecchioni, Caregivers' Perceptions of Speech-language Pathologist Talk about Child Language and Literacy Disorders, American Journal of Speech-Language Pathology, Vol. 29, No. 4, 2020,
pp. 2049-2067.
[36] P. R. Ramón, J. N. G. Sánchez, The Family Environment of Students with Learning Disabilities and ADHD, Learning Disabilities, In: Dr Sittaprapaporn W (ed), 2012, pp. 129-148.
[37] R. E. Luna, What is Specific Learning Disorder? https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder/, 2024 (accessed on: March 15th, 2024).
[38] M. Rutter, Emotional Disorder and Educational Underachievement, Archives of Disease in Childhood, Vol. 49, No. 4, 1974, pp. 249.
[39] M. Rutter, B. Yule, D. Quinton, O. Rowland, W. Yule, M. Berger, Attainment and Adjustment in Two Geographical Areas: Some Factors Accounting for Area Differences, British Journal of Psychiatry, Vol. 125, 1974, pp. 520-533.
[40] UNICEF, General Statistics Office Vietnam (GSO Vietnam), Survey Measuring Vietnam Sustainable Development Goal Indicators on Children and Women, 2021, pp. 32-36.
[41] S. Singh, V. Sawani, M. Deokate, S. Panchal, A. A. Subramanyam, H. R. Shah, R. M. Kamath, Specific Learning Disability: A 5 Year Study from India, Int J. Contemp Pediatr, Vol. 4, No. 3, 2017, pp. 863-868.
[42] J. K. Torgesen, R. K. Wagner, C. A. Rashotte, E. Rose, P. Lindamood, T. Conway, C. Garvan, Preventing Reading Failure in Young Children with Phonological Processing Disabilities: Group and Individual Responses to Instruction, Journal of Educational Psychology, Vol. 91, No. 4, 1999, pp. 579-593.
[43] T. A. Truong, V. C. Le, Assessment of the Sleep Quality of Persons with Depression Treatment at Nam Dinh Psychiatric Hospital in 2022, Vietnam Medical Journal, Vol. 524, No. 1B, 2023, https://doi.org/10.51298/vmj.v524i1B.4730.
[44] UNICEF, General Statistics Office Vietnam, Survey Measuring Vietnam Sustainable Development Goal Indicators on Children and Women, 2021, pp. 32-36.
[45] E. G. Willcutt, R. Boada, M. W. Riddle, N. Chhabildas, J. C. DeFries, B. F. Pennington, Colorado Learning Difficulties Questionnaire: Validation of a Parent-Report Screening Measure, Psychological Assessment, Vol. 23, No. 3, 2011, pp. 778.
[46] C. Woodcock, Mothers of Children with Dyslexia Share the Protection, “In-betweenness” and the Battle of Living with a Reading Disability: A Feminist Autoethnography, Qualitative Report, Vol. 25, No. 6, 2020, pp. 1637-1657.
[47] B. Zablotsky, J. M. Alford, Racial and Ethnic Differences in the Prevalence of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities among US Children Aged 3-17 Years, NCHS Data Brief, No. 358, National Center for Health Statistics, 2020.
[48] X. Zhang, P. Räsänen, T. Koponen, K. Aunola, M. K. Lerkkanen, J. E. Nurmi, Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5‐Year Longitudinal Study, Child Development, Vol. 91, No. 1, 2020, pp. 7-27.
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