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The image contains a table with data from 2005 and 2015 comparing the percentage of children with different educational problems in two primary schools, A and B. Problem areas listed include Reading ability, Handwriting, Spelling, Listening skills, Verbal expression of ideas, Concentration in lessons, and Following instructions. In 2005, School A percentages: Reading ability 22, Handwriting 28, Spelling 30, Listening skills 35, Verbal expression of ideas 35, Concentration in lessons 40, Following instructions 42. School B percentages: Reading ability 8, Handwriting 7, Spelling 5, Listening skills 11, Verbal expression of ideas 14, Concentration in lessons 15, Following instructions 6. In 2015, School A percentages: Reading ability 23, Handwriting 28, Spelling 25, Listening skills 20, Verbal expression of ideas 21, Concentration in lessons 18, Following instructions 18. School B percentages: Reading ability 9, Handwriting 7, Spelling 10, Listening skills 12, Verbal expression of ideas 15, Concentration in lessons 15, Following instructions 12.
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The table depicts the proportion of children who have problems about different ability in two primary schools between 2005 and 2015.
Overall, there are big changes in the indicator of following instruction and concentration in school A, while in school B, all rates are almost same exception of Spelling and Following instructions.
Initially, in school A and B, the percentage of pupils who have some difficulties with handwriting and reading stood at 22%(school A),8%(school B) and 28%(school A),7%(school B) respectively. Over the next 10 years, they remained stable and finished the period at almost same level in 2015.
In 2005, the largest percentage of children faced with following instruction and concentration problems in school A , and percentage of these pupils were 40 % and 42% inturn. Then this indicators suddenly decreased and finished the period at 18%. The rates of other problems were more than 30% in 2005 in school A, later 10 years, they accounted for around 22% in 2015, while in school B, the figure for problems with other ability formed more than 10% , and they did not change during the 10 years exception of spelling and following instructions. They stood at 5 %and 6% respectively in 2005, then they doubled and reached 10%(spelling) and 12%(following instructions) at the end of the whole period.
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