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There has been seen a growing concern given to learning disabilities (LDs) in students at school level. There is
empirical evidence that explain prevalence of in boys and girls. The aim of present study was to identify and
replicate this difference in LDs in girls and boys in 6th to 10th grades. We sampled 226 girls and 314 boys aged
between 11 to 18 years. For this study, we administered Learning Disabilities Checklist (2007) to assess the
differences (Ashraf & Najam, 2014). A 2 × 5 (Gender × Academic Levels) MANOVA was applied to determine
the mean differences in LDs between girls and boys across their academic levels. In the current study, no
significant gender differences in LDs and their sub-types were observed. However, gender differences in
context of academic levels were significant. Boys report significantly more LD in grade 7th whereas girls
manifest significantly higher LD in grade 8th. Overall, students at grade 7th report more LD in comparison of
other grades. The present study highlights the importance of assessing presence of in middle and high school
students. Present research also suggested that early identification of learning disabilities may guide teachers and
school psychologists to develop plans and psychological interventions to help students.
Farzana Ashraf, Najma Najam . (2017) Identification of Learning Disabilities in Students: A Gender Perspective , Pakistan Journal of Social and Clinical Psychology, Volume 15, Issue 1.
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