1. CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the findings alongside discussions relative to the outcomes of the
analysis made on the gathered data on the study “Cases of Learning Disability/Difficulty in
Primary Grade Levels” and the corresponding interpretations that were drawn. In accordance to
the topic, this chapter discusses the important data.
Cases of Learning Disability/Difficulty
Table 1.1 Profile of the Observed Primary Grade Level Pupils
Primary Grade Levels Boys (%) Girls (%) Total (%)
Grade I 16 11 27
Grade II 11 18 29
Grade III 24 20 44
Total 51 49 100
n= 83
Table 1.1 presents the profile of the observed primary grade level pupils that are
officially enrolled in the school.
As gleaned from the table, the highest observed clients in primary grade level is from the
third grade having 44% of the total number of clients while the lowest comes from the first grade
with 27 % of the total number of clients.
As implied in the table above, it suggests that the number of female and male clients is
increasing as the grade level gets high. And also the number of pupils increases as the grade level
goes up.

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Table 1.2 Cases of Learning Disability/Difficulty
Primary Grade Levels Total (%)
Grade I 1
Grade II 2
Grade III 4
Total 7
n= 83
Table No. 1.2 presents the number of cases of learning disability/difficulty in primary
grade levels.
Based on the table above, it shows that the highest percentage of learning
disability/difficulty cases among primary grade levels is four percent under the third grade level.
While, among 100 % of pupils in primary grade levels, there is only one percent learning
disability/difficulty cases in the first grade. And among all the pupils in primary grade levels,
there is only seven percent occurrence of learning disability/difficulty cases.
It only shows that as the grade level goes high there is also an increase of number of
learning disability/difficulty cases among primary grade level pupils.
Table 1.2 Correlation of the Total Number of Pupils with Total Number of Cases
Grade Level x Y 𝒙 𝟐
𝒚 𝟐 xy
Grade I 22 1 484 1 22
Grade II 24 2 576 4 48
Grade III 37 3 1369 9 114
Total 83 6 6889 36 184
Legend:
x = total number of pupils
y = total number of cases
n= 6
With the use of Pearson Product-Moment Correlation Coefficient or also known as the
Pearson-r, the researcher finds out the relationship of the total number of pupils with the total
number of learning disability/difficulty cases in primary grade level.

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The value of r as computed is 0.97 or 97 %. As seen in the table of interpretation of
correlation coefficient, 0.97 or 97 % is interpreted as highly correlated. Hence, the total number
of pupils in primary grade level is highly correlated with the total number of learning
disability/difficulty cases.
So, the findings denote that as the number of pupils increased in per grade level, the
number of learning disability/difficulty cases will also increase.
Types of Learning Disability/Difficulty
Learning disability/difficulty is a general term that describes specific kinds of learning
problems. A learning disability can cause a person to have trouble learning and using certain
skills. The skills most often affected are: reading writing, listening, speaking, reasoning, and
doing mathematical operations.
According to Dittrich, Winnand and Tutt, in their book “Educating Children with
Complex Condition Understanding, Overlaping and Co-existing Developmental Disorders” in
2008, they suggest that there are four types of learning disability/difficulty. The types of learning
disability are as follows: dyslexia, dyspraxia, dyscalculia and dysgraphia. This statement is also
supported by Acero, Javier and Castro as stated in their book “Child and Adolescent
Development”. However, they added the following as types of learning disability/difficulty:
dysarthria (stuttering), motor aphasia (speaking), visual aphasia (sight), auditory agnosia
(hearing) and olfactory agnosia (smelling). The Training Modules on Learning Disability for
Teachers prepared Rubio in 1996, agreed with this notion.
With the collected data, the researcher came up with a list of types of learning
disability/difficulty. And the types are as follows:
1. Dyslexia
Children who are dyslexic have difficulty learning how to read and to spell. Those
difficulties results from reduced ability to associate visual symbols with verbal sounds.
2. Dyscalculia
This is a term used to describe pupils who have severe and significant difficulty in
learning math concepts and computations. Due to neurological abnormality, the pupil
lacks the innate number sense.

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3. Dysgraphia
It is a learning disability that affects writing abilities which is not produced at an
age-appropriate speed. It can manifest itself as difficulties with spelling, poor
handwriting and trouble putting thoughts on paper.
4. Dyspraxia
Children with dyspraxia have difficulty coordinating their muscles and therefore
both their gross and fine motor skills development is often affected.
5. Dysarthria
This term is used to describe children with difficulty producing speech sounds.
Therefore, eventually children with this disorder often stutter.
6. Visual Agnosia
It is a type of learning disability that concerns with the difficulty of using the
functional sight. They have good vision yet due to brain abnormality, it affects the sight
sense.
7. Auditory Agnosia
Due to neurological problem and abnormality, children with auditory aphasia lack
the innate sense of hearing.
8. Olfactory Agnosia
Children with olfactory agnosia have trouble and lack the sense of smelling due to
abnormality of neurons in the brain.
9. Motor Aphasia
Children with motor aphasia has difficulty of speaking for the muscles of body
are affected and fine motor and gross motor development is also affected.
Moreover, the researcher had observed primary grade levels which are from the first
grade up to the third grade. Among these children identified to have learning disability/difficulty,
the following results are gathered.

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Table 2.1 Prevalence Type of Learning Disability/Difficulty Among Primary Grade
Level Pupils
Types of Learning
Disability/Difficulty
Number of Pupils
(%)
Total
(%)
Dyslexia 5 5
Dyscalculia 0 0
Dysgraphia 2 2
Dyspraxia 0 0
Dysarthria 0 0
Visual Agnosia 0 0
Auditory Agnosia 0 0
Olfactory Agnosia 0 0
Motor Aphasia 0 0
Total 7 7
n= 84
Table 2.1 shows the prevalence of types of learning disability/difficulty among primary
grade levels.
As shown on the table, there are only seven percent of total cases of learning
disability/difficulty among primary grade levels. Moreover, among all the primary grade level
pupils, there are five percent who are dyslexic and 2 percent who are having difficulty in writing.
Based on the findings above, there is a greater number of pupils having difficulty reading
or dyslexic than the number of pupils with dysgraphia.

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Table 2.2 Occurrence of Type of Learning Disability/Difficulty Among Learning
Disabled Pupils
Types of Learning
Disability/Difficulty
Number of Pupils
(%)
Total
(%)
Dyslexia 67 67
Dyscalculia 0 0
Dysgraphia 33 33
Dyspraxia 0 0
Dysarthria 0 0
Visual Agnosia 0 0
Auditory Agnosia 0 0
Olfactory Agnosia 0 0
Motor Aphasia 0 0
Total 100 100
n= 6
Table 2.2 shows the occurrence of types of learning disability/difficulty among identifies
pupils with learning disability.
As seen on the table above, there are 67 % of learning disabled pupils who are suffering
from dyslexia or difficulty of reading while there are 33% of learning disabled pupils with
dysgraphia. These two types are more common than the seven other types of learning disability.
The findings show that almost all of the pupils who are learning disabled are having the
common disorder which is dyslexia. Second to this is dysgraphia.
Characteristics of Learning Disability/Difficulty
Characteristics appear in a range of severity, ranging from extreme to borderline.
Moreover, not all characteristics will appear with all learners having learning disability. Since,
there are only two identified type of learning disability/difficulty of learners in primary grade
level, the researcher list down the characteristics of learners with dyslexia and dysgraphia.
According to the book “Managing Children with Special Needs (Learning disability,
Autism and ADHD)” the following characteristics of learner with dyslexia are forwarded.

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1. Poor ability to discriminate visual likeness or differences in words even though vision is
normal.
2. Confusion in orientation of letters (p, b, d) or number (6, 9).
3. Reversals of concept (top for bottom), geographical orientations (west for east; up for
down), or time (first for last; yesterday for tomorrow).
4. Poor ability to copy, particularly from the blackboard or from the book to paper.
5. There may be omissions, insertions or substitutions in reading.
6. Poor ability to recall whole words or sounds within words.
7. Speech and language disorders such as delayed speech and poor sentence construction.
8. Difficulty with word retrieval, as in recall of peoples’ name or objects.
9. Difficulty in following directions.
10. Many work slowly and/or fail to finish their work.
11. Writing vocabulary may be meagre because of difficulty in producing the letters or recall
of correct spelling, or in organization of thoughts.
12. Delay in adequate use of arithmetic, even though many dyslexics have superior math
ability. Math problems may be cause by reversals, transpositions and poor visual recall,
which makes memorization of math facts difficult.
13. Organization is often a problem. Paperwork will often appear messy.
14. Inconsistency. The most consistent aspect of dyslexia is its consistency. A child may read
a word in one sentence, but not recognize it in the next; or write it correctly one day, but
not the next. Inconsistency often causes a child to be incorrectly labelled lazy. This
inconsistency us not only frustrating for the teacher and parents, but also for the child.

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Table 3.1 Characteristics of Dyslexic Learner in Primary Grade Level
Characteristics of Dyslexic Learner 𝒙 R I
Slow to learn sounds 3.67 5 Often
Muddles vowel sounds 3.67 5 Often
Sequences letters incorrectly 3.67 5 Often
Copies down incorrectly 4.5 2.5 Often
Disorganized 4.5 2.5 Often
Needs time to process spoken language 4.83 1 Always
Weak speller 3.17 8 Sometimes
Slow to learn sounds 3.33 7 Sometimes
Legend:
𝒙 = mean
R = ranking
I = interpretation
n= 6
Table 3.1 shows the characteristics of learners with dyslexia among primary grade level
pupils.
Based on the table above, needs time to process spoken language ranks first as it is
interpreted as the most frequent or always observed characteristics of a learning-disabled learner
among primary grade level pupils. Copies down incorrectly and disorganized also rank 2.5 as
they get 4.5 each. These characteristics are often observed among dyslexic learners. Weak speller
as one of the characteristics of learning disabled learner ranks as eight and the last among the
observed characteristics of dyslexia.
As shown on the findings, needs time to process spoken language is the characteristic that
is always observed among pupils.
Dysgraphia is a learning disability or difficulty that affects writing abilities. However, just
having a bad handwriting does not mean a person has dysgraphia. Since dysgraphia is a
processing disorder, difficulties can change throughout a lifetime. Nevertheless, since writing is
developmental process- children learn the motor skills needed to write, while learning the
thinking skills needed to communicate on paper difficulties can also overlap. If a person has
trouble in any areas below, additional help may be beneficial.

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1. Tight, awkward pencil grip and body position.
2. Illegible handwriting.
3. Avoiding writing or desk activities.
4. Tiring quickly while writing.
5. Saying words out loud while writing.
6. Unfinished or omitted words in sentences.
7. Difficulty with syntax structure and grammar.
8. Large gap between written ideas and understanding demonstrated through speech.
Table 3.2 Characteristics of Learner with Dysgraphia in Primary Grade Level
Characteristics of Dysgraphia Learner 𝒙 R I
Letters poorly formed 4 1 Often
Handwriting untidy 3.83 2.5 Often
Often writes very little 3.83 2.5 Often
Difficulty organizing ideas to put them on to
paper
3.17 5 Sometimes
Body posture abnormal: lying on desk or
moving across desk as writing moves across
page
3.5 4 Sometimes
Legend:
𝒙 = mean
R = ranking
I = interpretation
n= 6
Table 3.2 displays the characteristics of learners with dysgraphia among primary grade
level pupils.
As seen on the table above, the characteristic that tops number one the letters are poorly
forms among learners with learning disability with a mean score of four. That characteristic is
often observed among primary grade level pupils. Moreover, difficulty organizing ideas to put
them on to paper tops last with 3.17 mean and it is sometimes observed among the pupils.

10. 30
Based on the findings, the most often observed a characteristic among learning-disabled
learners is that the letters are poorly formed.
Nevertheless, there are also observed characteristics of learning-disabled learners among
primary grade levels. Their writing skills, reading skills, fine motor skills, visual motor
difficulties and concentration difficulties are observed.

11. 31
Table 3.3 Writing Characteristics of Learning Disabled in Primary Grade Levels
Writing Characteristics Yes (%) No (%) Not Observed
(%)
Total
(%)
Dislikes and avoids writing 33 67 0 100
Delays in learning to write 0 67 33 100
Papers are messy and incomplete; many
cross-outs and erasures
100 0 0 100
Difficulty remembering shapes of letters
and numbers
33 67 0 100
Frequent letter and number reversals 50 50 0 100
Uneven spacing between letters and
words
100 0 0 100
Omits letters from words and words from
sentences
50 50 0 100
Inaccurate copying 100 0 0 100
Poor spelling (spells phonetically) 67 0 33 100
Cannot spot errors in own work 33 0 67 100
Difficulty preparing outlines and
organizing written work
0 0 100 100
Written assignments are short or
incomplete; often characterized by brief
sentences, limited vocabulary
17 0 83 100
Problems with grammar persists 17 0 83 100
Bizarre spelling errors (not phonetic);
pupils may unable to decipher own
spelling
17 0 83 100
Ideas in written assignments are poorly
organized, not logically presented
17 0 83 100
Little theme development; pupils are
more likely to write bare lists of points or
events than provide details or develop
ideas, characters, or plot
0 0 100 100
On tests, consistently does better with
multiple-choice questions than essays or
filling in banks
0 0 100 100
n=6

12. 32
The table above presents the writing characteristics of learning-disabled learner in
primary grade level.
Based on the table above, the following characteristics are observed always among
primary grade level learners: papers are messy and incomplete; many cross-outs and erasures,
uneven spacing between letters and words, and inaccurate copying with 100 percentage. While
there are also unobserved characteristics among learners in the primary grade level like the
following: difficulty preparing outlines and organizing written work, little theme development;
pupils are more likely to write bare lists of points or events than provide details or develop ideas,
characters, or plot and, on tests, consistently does better with multiple-choice questions than
essays or filling in banks.
Hence, the following are the characteristics that are always observed among learners with
learning disability: papers are messy and incomplete; many cross-outs and erasures, uneven
spacing between letters and words, and inaccurate copying.
Table 3.4 Reading Characteristics of Learning Disabled in Primary Grade Levels
Reading Characteristics Yes (%) No (%) Not Observed
(%)
Total
Confuses similar-looking letters (b
and d, p and q)
83 17 0 100
Difficulty recognizing and
remembering “sight words (but can
sounds words out phonetically)
83 17 0 100
Frequent loses place when reading 83 17 0 100
Confuses similar-looking words
(bread and beard)
83 0 17 100
Reverses words (reads was for saw) 83 17 0 100
Has trouble finding letters in words or
words in sentences
50 17 33 100
Poor memory for printed words (also
number sequences, diagrams,
illustrations, and so on)
33 33 33 100
Poor comprehension of main ideas
and themes
83 0 17 100
n= 6

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The table above shows the reading characteristics of learning disabled pupil in primary
grade level.
Based on the above table, among the pupils’ characteristics the following are the most
observed behavior: confuses similar-looking letters (b and d, p and q), difficulty recognizing and
remembering “sight words (but can sounds words out phonetically), frequent loses place when
reading, confuses similar-looking words (bread and beard), reverses words (reads was for saw)
and poor comprehension of main ideas and themes with 83 % on each reading characteristics.
So, as gleaned above, it suggests that almost all the characteristics of a learner with LD
are acquired among learners in primary grade level.
Table 3.5 Fine Motor Characteristics of Learning Disabled in Primary Grade Levels
Fine Motor Characteristics Yes
(%)
No
(%)
Not Observed
(%)
Total
Poor handwriting (sloppy, illegible, poor
spacing, inconsistent letter size, no consistent
font style, strays from lines on paper)
67 17 16 100
Papers are messy (torn and crumples with
many cross-outs smudges, and incomplete
erasures)
83 0 17 100
Marked slowness, exceptional effort, and
frustration noted writing tasks
83 0 17 100
Dislike and avoidance of writing or drawing 67 33 0 100
Content/style of written assignments (poor
primary focus is on aligned numerals)
17 0 83 100
In severe cases, difficulty learning keyboard
skills
0 0 100 100
Comprehension for what has been read is
consistently poor, or deteriorates when
sentences become longer and more complex
17 0 83 100
Poor retention of new vocabulary words 67 0 33 100
Dislikes and avoids reading 67 16 17 100
n= 6
Table 3.5, the above table displays the fine motor skills of children in primary grade level
with learning disability.

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Based from this, it is actually suggesting that among learning disabled learners, the most
frequent or mort observed characteristics are the following as the item garnered 83 %: papers are
messy (torn and crumples with many cross-outs smudges, and incomplete erasures) and, marked
slowness, exceptional effort, and frustration noted writing tasks. As the researcher observed in
the classroom setting and the behavior of the children inside the learning area as they were
having discussions, the learners with LD were really messy with their writings. Most of the
learning disabled learners marked slowness in learning tasks.
Hence, the findings propose that most of the learning disabled pupils have messy papers
either torn and crumples with many cross-outs smudges or incomplete erasures. Moreover,
learners with LD mark slowness, exceptional effort and frustrated writing tasks.
Table 3.6 Visual Motor Characteristics of Learning Disabled in Primary Grade Levels
Visual Motor Characteristics 𝒙 R I
Was or is slow to learn how to write 2.67 4 Often
Does poor bookwork; is untidy, slow,
messy
3.67 4 Often
Mixes upper and lowercase letters 2.83 1.5 Often
Has difficulties working as fast as other
students
3.5 6 Frequent
Has poor coordination; is clumsy 3.33 7 Frequent
Loses place when reading; uses finger to
keep track
3.17 8 Frequent
Reverses letters and numbers after the age
of 7
1.17 9 Mild
Disliked puzzles and drawing as a younger
child
1 10 Not at all
Has difficulties with sustained writing;
hand gets tired very quickly
2.67 4 Often
Has poor posture; slumps on desk when
working; fidgets sitting on the floor
3.83 1.5 Mild
Legend:
𝒙 = mean
R = ranking
I = interpretation
n= 6

15. 35
Table 3.6 talks about the visual motor characteristics of learning disabled learners in primary
grade level pupils.
As gleaned above, the frequent observed visual motor characteristics of LD in primary grade
level are the items, mixes upper and lowercase letters and have poor posture; slumps on desk when
working; fidgets sitting on the floor. Those characteristics reflect on their outputs and activities.
Disliked puzzles and drawing as a younger child ranks number 10 and the last item which is not
at all observed during the duration of observation on classes. The items tied on ranked four and
the following characteristics are the following: was or is slow to learn how to write, does poor
bookwork; is untidy, slow, and messy and has difficulties with sustained writing; hand gets tired
very quickly with mean score of 2.67.
Based on the findings, the visual motor characteristics of LD among primary grade level
are: the written letters of the learners are mixed (lower case and upper case) and the learners
have also poor posture, slumps on desk when working and fidgets sitting on the floor.
Table 3.7 Concentration Characteristics of Learning Disabled in Primary Grade Levels
Concentration Characteristics 𝒙 R I
Is attentive, in a daydream 4 1.5 Frequent
Is easily distracted 4 1.5 Frequent
Has been diagnosed as having Attention-
Deficit Disorder
1 8 Not at all
Is often restless and fidgety 2.83 3.5 Often
Is often impulsive; does not stop and think;
calls out in class
2.33 7 Often
Makes many careless errors 3 6 Often
Cannot rad for more than a short period of
time
2.83 3.5 Often
Is poorly organized; often forgets books,
equipment
3.5 5 Frequent
Legend:
𝒙 = mean
R = ranking
I = interpretation
n= 6

16. 36
The table above, table 3.7 presents the concentration characteristics of learning disabled
learners among primary grade level pupils.
As seen on the table above, it displays that the being inattentive and having daydreams is
the most frequent characteristics among the learners which is also tied with characteristics of
being easily distracted. Moreover, LD learners are poorly organized; often forgets books or
equipment is also one of the frequent observed characteristics. As projected with their behavior
in class discussion, their attention span is short and they get easily distracted especially with their
seatmates. The notion of learners in the regular schools is that they have normal behavior and
intellectual capacity and so as the table above shows; it presented that the diagnosed as having
Attention-Deficit Disorder.
Based on the findings, inattentiveness and easily get distracted are the frequent
concentration characteristics of LD learners in primary grade level.
Methods, Strategies, and Techniques Used to Handle Children
With Learning Disability/Difficulty
Handling learners with learning difficulty is a hard task especially when there is an
occurrence or cases of learning difficulty in primary grade level in regular school hence methods,
strategies, techniques or approaches in handling these kinds of learners must be forwarded and
learned.
Managing Children with Children with Special Needs (Learning Disability, ADHD, and
Autism) had written the best practices to be used in handling LDs. First, authorities must provide
early intervention programs. The size or the population of a class must also consider. There
should only be eighteen to twenty learners per room so that there is a better efficient and
effective learning. Moreover, changing the child’s curriculum and instructional strategies may
also be modified and adopting/adapting strategy or curriculum may also seemed to beneficial.
Providing thorough modification and accommodation of the curriculum and instruction is also
favourable. Furthermore, provide remedial and support services for unidentified “gray-area”
learners.
During a separate verbal or oral interview with the three teachers in charge in every grade
level, they told that handling what they call slow learners, the most effective and very common
strategy they are using is the remedial or remediation approach. Remediation is defines as

17. 37
instruction in basic skills not acquired earlier in the educational process (for example, basic
spelling). The teachers said that they told the child to stay during lunch break so that after eating
their meals they will eventually proceed to the remedial classes instead of the child playing
outdoors during noontime.
Some educators concerned about LD believe that it is possible to correct the learning and
behavior problems of many learners in general education classrooms without having to identify
learners as having disability. An approach in teaching learners with LD in regular classroom can
be one of the approaches to be used, and they call it as response-to-intervention or RTI approach.
In here, learners receive services in general education classrooms. The benefits of the services
are monitored and, if the learner makes sufficient progress with the services, he or she continues
with general education instruction. Advocates of the RTI Approach believe that using such an
approach is preferably to determining eligibility based on a discrepancy between ability and
achievement and that it will help learners with learning problems to succeed while allowing
those who have substantial problems to have access to special education.
Environmental strategies are also forwarded in this book. It says that the following are
the strategies that can be used to handle LD: (1) preferential seating; (2) study carrel; (3) solation
and (4) change to a different classroom. Organization strategies are the following: (1) time limits
for assignments; (2) questioning at end of each sentence/paragraph to help focus on important
information; (3) allowing additional time to complete task or take test; (4) highlighting main
facts in the book; (5) organizing a notebook or providing folder to help organize work and; (6)
asking learner to repeat back directions given. Motivational strategies can also be used to hook
their attention. (1) Checking papers by showing c’s for correct; (2) sending home daily progress
report; (3) immediate reinforcement of correct response; (4) keeping graphs and charts of
learner’s progress; (5) conferencing with learner’s parents; (6) conferencing with learner’s other
teachers; (7) learner reading lesson to aide, peer tutor or teacher and; (8) home/school
communication system for assignments. Presenting lessons is also an important part in teaching
learners hence the following strategies are the following: (1) giving assignments orally and
visually; (2) taping lessons so learner can listen again; (3) immediate reinforcement of correct
response; (4) allowing learner to have sample or practice test; (5) providing mimeographed
material; (6) immediate correction of errors; (7) providing advance organizers; (8) clarify
definitions, terms and vocabulary in assignments and; (9) tell learners the purpose of the

18. 38
assignment and the methods or criteria for the evaluation. The following are also presented as
curriculum strategies in handling LDs: (1) special materials; (2) providing opportunities for extra
drill; (3) providing study guide; (4) reducing quantity of material; (5) providing instructional
materials geared to learner’s level of basic skills and; (6) provide opportunities for cooperative
learning.