3. The Applicability and Limitations of the Pupil Rating Scale Revised-Screening for Learning Disabilities in Chinese Children

Jieping Ou1, Ami Sambai2, Hiroki Yoneda1, Hong Pei1, & Akira Uno1

  1. University of Tsukuba
  2. Osaka Kyoiku University

 

Abstract

As more school learners face difficulties in learning Chinese and request for specific instructions increases, efficient assessment tools for these children are necessary. This study explores the applicability and limitations of the Pupil Rating Scale Revised-Screening for Learning Disabilities (PRS) for identifying children with learning problems. A total of 140 third-grade Chinese children from a primary school in Ningbo were tested for their reading and writing attainment, and teachers rated these children using a modified PRS. Of the participants, 18% were evaluated as having a low performance in reading and/or writing achievement tasks. However, according to the PRS’s diagnostic criteria, not one of these children was identified as having a learning disability based on teachers’ ratings. It is therefore hard to conclude that the PRS can be recommended for identifying children who are thought to have reading or writing deficits, or in other words, developmental dyslexia.

Keywords:          Learning Disabilities, the Pupil Rating Scale Revised (PRS), Applicability, Limitation

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3. The Applicability and Limitations of the Pupil Rating Scale Revised-Screening for Learning Disabilities in Chinese Children
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