Prevalence of Learners with Dyslexia in the Subject of English Language at Elementary Level

Abstract

Background: Dyslexia is a common learning difficulty that affects students’ ability to read, write, and process language effectively. Early identification at the primary level is essential to provide timely support and reduce long-term academic challenges, particularly in learning English as a second language.

Objectives: This study aimed to identify the prevalence of dyslexic learners in English language learning at the primary school level and examine differences based on gender, grade level, and school type.

Method: A total of 400 students from Grades 4 to 6 were assessed using a multi-component dyslexia screening battery that measured word reading, phonological awareness, reading fluency, spelling, and teacher checklist ratings. Data were analysed using descriptive statistics, independent-samples t-tests, and one-way ANOVA in SPSS 26.

Results: The findings revealed that 11.8% of students were identified as being at risk of dyslexia. Boys showed significantly higher risk scores than girls (p < .05), and Grade 4 students demonstrated higher risk levels compared to Grade 6 students (p < .05). No significant differences were found between public and private school students. The screening tool demonstrated high reliability (α = .90), indicating its suitability for identifying dyslexia risk.

Conclusion: A notable proportion of primary school students are at risk of dyslexia, with variations across gender and grade levels. Early identification through reliable screening tools is essential for effective intervention and academic support.

Contribution: This study provides empirical evidence on dyslexia prevalence in English language learning at the primary level and highlights the importance of implementing early screening systems and targeted intervention programmes to support struggling learners.