READING RETARDATION IN PERSIAN PRIMARY SCHOOLS STUDENTS
Pouretemad, H.R., University of Shaheed Beheshti, Iran
Rational: A great variety of screening procedures have been designed for reading retardation in regular schools of different educational systems. This study was conducted to screen out Persian primary school students with high-risk of specific reading retardation. Methods: One-thousand-five hundreds-seventy Persian students aged between 79 and 169 months (Mean=112.88, SD=18.16) were chosen at random from a total population of some 109696 primary schools of the Qom. Mean scores of mathematic, reading, spelling and science of the three trimesters in the last academic year in Iran were compared to identify poor readers. Results: In accordance to several regression models, mathematic scores were found to be the best predictor of reading score for all grads (1-5). Using cut-off 1.5 SEE (standard error of the estimate), it was shown that the rate of reading retardation should be 5.3%, 5.1%, 8.3%, 7.6% and 8.1% for first to fifth grades, respectively. These groups of students will be undergone comprehensive neuropsychological tests. Conclusion: The rate of reading problems in Persian primary school students should be lower than similar groups belonging to other languages or other educational systems.