ABSTRACT
As was suggested in the last chapter, it was important to do justice to the participants by undertaking a thorough analysis of the data they had provided. In this chapter we focus on the formal analysis of the results – the general data as it related to all the children – before going on, in the next chapter, to show what it meant for individual children. The analyses of both parts of the data – quantitative (testing and factual information) and the qualitative (interviews, children's narratives, observation, repertory grids) – took over a year and were found to be supportive of each other. The issues connected with the quantitative analysis are summarised in the following table and each is discussed in turn thereafter, with references provided to how these relate to those described in earlier chapters. Significant factors associated with achievement https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
Handwriting Family
stability Socio-economic status
Self-concept
Teacher expectations
Gender
Field dependence/independence
Number of schools attended
Appropriateness of work
Cooperation between home and school
Emotional problems
Parental expectation/support
Undetected specific learning difficulties
