The sleep disorders and their relationship with the emergence of reading disabilities for primary school pupils

Abstract

The present study aims mainly to assess the nature of the relationship between sleep disorders and reading disabilities among primary school pupils, based On the assumption that suffering from sleep disorders leads to the emergence of difficulties in the reading skill among pupils, this study was conducted within a geographical range that included 10 primary schools in the town of Tiaret, which is located in the northwest of Algeria, the sample consisted of 145 pupils. The study used a set of tools, including the Diagnostic Assessment Scale for Reading disabilities (El-Zayat, 2015) and The Sleep Disturbance Scale for Children (SDSC). With a descriptive approach, the study reached a decisive conclusion ; with statistical significance - ranging between (0.01) and (0.05) - which confirmed a strong, positive and linear connection between sleep disorders and reading disabilities among primary school pupils. Where these pupils who suffer from reading disabilities showed many types of sleep disorders, as their average sleep disorders was about 63.11, which indicates, according to the Sleep Disturbance Scale for Children  (SDSC), that there are disorders of the fourth degree, knowing that the highest degree in this scale is the fifth degree, and in more detail the disorder of initiating and maintaining sleep (DIMS) and the sleep-wake transition disorder (SWTD) were considered the most common disturbances among these children by more than 88%, but despite this, the rest of the sleep disorders also showed a strong relationship between them and reading disabilities.