The table illustrates the percentage of children facing wide range of difficulties in elementary school in 2005 and 2015.
Overall, it is clear that school A had more issues in studing, which all proportions then declined, except handwritting and reading ability. It is also clear that school B had less students struggling with all problem areas. However, after a decate long period the figures slightly increased apart from handwriting and concentration in lessons, which the numbers remained unchanged.
To beging with school A, in 2005, reading ability and handwriting were the least struggling fields, which was over 20%, whereas the concentration in lessons and following instructions were most challenging parts in lessons, with getting 40% and 42%, respectively. Spelling, Listening and Verbal expressions of ideas, students with these problematic parts were accordingly 30%, and the other two 35%. However, the percentages of all difficulties for students in shool A decreased in 2015, with the exception of handwriting which showed no changes and reading ability, getting only a percentage grow at the end of the period.
With respect to shcool B, listening skills, verball expression of ideas and concentration in lessons were the main problems in school, with over 10% ratio. Which percentage underwent a percentage rise, except from concentration in lessons. While other problems were below 10% in 2005, the figures only increased for few percentage. Notably, handwriting stood same at a mere 7%.