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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
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Articles 152 Documents
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WISC-V cognitive indicators of mathematical learning disabilities in elementary school students: A case-control study Wang, Fangping; Sari, Nuraeni Ratna; Wang, Bingli
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 2 (2026): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i2.317

Abstract

Mathematical learning disabilities (MLD) involve persistent and heterogeneous difficulties in acquiring age-appropriate mathematical skills, requiring assessment through both cognitive and classroom-based indicators. This study examined whether WISC-V profiles differentiate elementary students with MLD from typically developing peers and support an integrated classification model. A case-control design involved 120 students aged 8–12 years, comprising 60 students formally identified with MLD and 60 age-matched controls. Participants completed the WISC-V Chinese Edition and a Mathematical Achievement Test, while teachers completed the Teacher Questionnaire on Mathematical Performance. Data were analyzed using t tests, effect sizes, correlations, discriminant analysis, and ROC analysis. Students with MLD scored significantly lower on all WISC-V primary indices, particularly Working Memory (d = 2.10) and Processing Speed (d = 1.60). Quantitative Reasoning showed the strongest ancillary-index separation (d = 3.03). Arithmetic, Digit Span, and Figure Weights were the most discriminating subtests. MAT deficits were greatest in word problems (d = 3.29) and mental computation (d = 3.03). QRI correlated most strongly with MAT total score (r = .84, p < .001), and the combined model achieved 89.2% accuracy and AUC = .986. QRI, WMI, Arithmetic, Digit Span, word problems, and mental computation are promising screening indicators for MLD, pending external validation.
Analysis of early reading difficulties in second grade students at SD N Karangtengah I Giricahyo, Purwosari, Gunungkidul Lestari, Novia; Praheto, Biya Ebi; Azizah, Dinar Martia
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.329

Abstract

The study aimed to describe the early reading difficulties experienced by second-grade students at SD N Karangtengah I Giricahyo, Purwosari, Gunungkidul, identify the contributing factors, and formulate solutions to address them. The research employed a qualitative descriptive method using observation, reading tests, interviews with teachers and students, and documentation. Data analysis followed the Miles and Huberman model, which included data collection, reduction, presentation, and conclusion drawing. The findings indicated that early reading difficulties were characterized by slow letter recognition, errors in distinguishing similar letters, and weak phoneme-letter association skills, which affected reading fluency and text comprehension. The Egra test revealed that 37.50% of students were in the low category, while only 12.50% were in the very good category. The contributing factors included low motivation and interest in reading, lack of parental support, and technical barriers such as spelling difficulties and letter differentiation. Additionally, ineffective teaching methods worsened the situation. The proposed solutions included regular reading activities, the implementation of the phonics method to enhance phonemic skills, additional tutoring, and active parental involvement in supporting children's literacy. Schools were also encouraged to provide literacy facilities such as reading corners and integrate literacy activities before lessons. The synergy between teachers, parents, and schools was key to improving students' early reading abilities.

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