Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary

Author: Zsoldos M.

Source: European Journal of Special Needs Education, Volume 18, Number 2, June 2003 , pp. 243-250(8)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.

Keywords: Learning disabilities; low-achievement; low-achieving child/pupil; intellectual and cognitive learning abilities; teachers' prediction

Document Type: Research article

DOI: http://dx.doi.org/10.1080/0885625032000079014

Publication date: 2003-06-01

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