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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 illustrates information about the problems faced by children in two primary schools in 2005 and 2015.
Overall, school A had more students with educational problems than school B both in two of the years. Children in primary schools faced with the different types of educational problems including reading ability, handwriting, spelling, listening skills, verbal expression of ideas, concentration in lessons and following instructions.
Following instructions had the highest percentage among the different modes of problems that students of school A had to deal with in 2005, and it showed the number of around 42%. The largest number of students in school A had the problems with handwriting in 2015, and it displayed the number of around 28%.
The biggest percentage of students in school B had the problems with concentration in lessons, and it showed the number of around 15%. The second largest number of students in 2005 had the problems with verbal expression of ideas, and it displayed the number of around 14%. The highest percentage of children in school B had the problems with verbal expression of ideas and concentration in lessons, and both of these problems had the same number of around 15% in 2015.
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