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The image presents a table with data on the percentage of children with different educational problems in two primary schools across two years, 2005 and 2015. Problem areas are divided into Reading ability, Handwriting, Spelling, Listening skills, Verbal expression of ideas, Concentration in lessons, and Following instructions. School A in 2005 shows 22% in Reading ability, 28% in Handwriting, 30% in Spelling, 35% in Listening skills, 35% in Verbal expression of ideas, 40% in Concentration in lessons, and 42% in Following instructions. School B in 2005 shows 8% in Reading ability, 7% in Handwriting, 5% in Spelling, 11% in Listening skills, 14% in Verbal expression of ideas, 15% in Concentration in lessons, and 6% in Following instructions. In 2015, School A percentages are 23% in Reading ability, 28% in Handwriting, 25% in Spelling, 20% in Listening skills, 21% in Verbal expression of ideas, 18% in Concentration in lessons, and 18% in Following instructions. In 2015, School B percentages are 9% in Reading ability, 7% in Handwriting, 10% in Spelling, 12% in Listening skills, 15% in Verbal expression of ideas, 15% in Concentration in lessons, and 12% in Following instructions.
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The table provided illustrates the challenges that hinder the learning process of children in two primary schools in 2005 and 2015 respectively.
Overall, students in these schools faced seven main obstacles that disrupt their studies, with the most significant being the struggle to concentrate in class and to follow instructions.
In 2005, difficulties related to reading, such as dyslexia, affected over a third of students in school A, while only 8% of students seemed to have the same issue in school B. By 2015, this figure increased by only 1% in both schools. Additionally, a third of students in school A in 2005 and a ninth of students in school B experienced challenges with listening skills and expressing ideas verbally.
However, by 2015, there was a noticeable improvement in these skills, although students in school B showed a worsening trend over the years. Problems with handwriting and spelling persisted until 2015, with rates at 28% and 30% in school A, and 7% and 10% in school B respectively.
The most prevalent issue in school A in 2005 was the ability to concentrate in lessons and follow instructions, with high rates of 40% and 42% respectively. This showed significant changes by 2015, with rates dropping to 15% and 6%. However, these two challenges became less prominent, each accounting for 18% by 2015 and showing only marginal improvement a decade later.
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