78
APPENDICES
APPENDICES
APPENDIX I
LIST OF SCHOOLS
State Scheme CBSE Scheme
1. Govt. L. P. School
Bhrahmamangalam
Ernakulam
2. Govt. L.P. School
Vadavucode, Ernakulam
3. Govt. L.P. Schppl
Puthencruz, Ernakulam
4. Govt. L. P. School, Gandhinagar,
Kadavanthra, Ernakulam
5. St. George High School
Vennikulam, Ernakulam.
6. St.Mary’s L.P.School
Puthiyakavu, Ernakulam.
7. Govt.High School
Padikodikulam, Thodupuzha
Idukki.
8. Govt. L.P.School
Naripuram, Pathanamthitta
1. Toc H Public School
Thiruvankulam, Ernakulam
2. Infant Jesus S.S. School
N.Paravur, Ernakulam
3. Maria Bhavan English Medium School
Kumarakom, Kottayam
4. Infant Jesus high School
Manarkad, Kottayam
5. Kendriya Vidyalaya
Naval Base, Ernakulam
6. Ranimatha Public School
Kovilvattom road
Ernakulam
7. Stella Maris Public School
Udayamperur, Thripunithura, Ernakulam.
APPENDIX II
SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY
KOTTAYAM 2008
Dear students, I am doing Research at School of Pedagogical Sciences , Mahatma Gandhi
University, Kottayam. As part of my research I am conducting a study on the topic
“Developing a Multimedia Remedial Tracking Package for Dysgraphia among Primary
School Students with Specific Learning Disabilities.” This is to evaluate the
effectiveness of multimedia package on learning of students having different learning
style. Certain personal information regarding the students are given below. Kindly
record your responses against all the information’s. I assure you that your responses will
be kept confidential and they will be used only for my research purpose.
Expecting your valuable co-operation .
Yours faithfully Anilakumari M.C. Research Scholar
PROFORMA OF SCHOLASTIC BACKWARDNESS Name: Age: Gender: Boy/Girl
Standard: School:
Medium of instruction: EM / MM
CBSE / ICSE / STATE / Others
Referral Source:
Father’s name
Address
Occupation
Education
Mother’s Name
Occupation
Education
Type of family: Nuclear /Joint / Single Parent / NRI
Presenting complaints
HISTORY
Prenatal
Birth history
Developmental
Medical history
Medication
Examinations : medical / psychological
Performances
Academic
Non-academic
Behavioural
Change of school
Father’s attitude to child
Siblings
ASSESSMENT
General ability Test
Logical thinking
Sequencing
Number concept
Following instruction
General awareness
Reasoning
Attention
Memory
Auditory
Visual
Reading
English
**(S.L) -general
-comprehension
Malayalam
**(S.L) -general
-comprehension
Writing
English
** (SL) – Copying
Dictation
Spontaneous
Malayalam
** (SL) – Copying
Dictation
Spontaneous
(**SLINGER LAND Reversal, Transposition, Insertion, Inversion, Omission,
Substitution, Self, correction, Poor formation, Spatial arrangement, Letter size)
Arithmetic
Basic operations
Concept
Splitting facts
Co-ordination
Gross
Fine
POTENTIAL AREAS
Visual / Auditory / Kinaesthetic
Study Skills
Multiple Intelligence
Co – curricular activity
Any others
RECOMMENDATIONS
FOLLOW UP
APPENDIX II-A
PUPIL INFORMATION
1. PERSONAL AND FAMILY HISTORY Full Name …………………………………………………………………………. Date of Birth……………………………………………………………………… Class ……………………..Section……………………………………………….. Parents name…………………(F)……………………(M)…………………… Parents Occupation…………………………………….......................................... ………………………………………………………………… Home Address ……………………………………………………………………. ……………………………………………………………………. …………………………………………………………………… Number of Brothers…………………….Sisters………………………………….. Your position among siblings…………………………………………………….. Do any other relatives live in your home? If so, indicate below try a tick mark : Grandparents……………………Uncles………………………………………… Aunts……………………………Cousins…………………………………………
II. EDUCATION
1.. How many schools have you attended? List them below. Name of school No. of years attended&
class Reason for leaving
2. Have you ever had to repeat a class ? Yes…….No…….. 3. What rank in class do you generally
obtain?........................................................
4. Have you held any position of responsibility in your school or class? Tick the items given below :
Class monitor……………….Caption of team…………………………… President or Secretary of any association………………............................ …………………………………………………………………………… Troops or Patrol Leader in NCC or Scouts……………………………… Any other position …………........................................ …………………………………………………………….
5. Name the school subjects that You like best You like least ………………….. …………………… …………………… ……………………. You find easy You find hard ……………………. ……………………. …………………….. …………………….
6. What kind of books do you like to read ? ……………… 7. Have you read any books other than textbooks during the last month ?
Yes …………..No…………….. Name some………………………
8. How many hours per week outside the class do you usually study ? Mention numbers below.
At school……………. At home…………….. 9. Outside the school where do you generally study or do your home work ?
Tick one or more than below: Room of my own……….. Share a room with brothers and sisters…………. Studying in the drawing or dining room…………. Any other place…..
10. Is the place where you study Very quiet …………. Usually quite but sometime distracted ….. Noisy with many distractions….. Any other remarks…….. 11. What do you plan to do when you leave school? Go to work…… Take some technical training……… Go to college…. Any other plans….
III. NTERESTS 12. In what co-curricular activities do you take part in your school ? Tick one or more items below Sports…… ……………..Dramatics…… Music….. ………….Debates/Discussions… Art………………….Craft….. Dancing……. …… Photography…….. Any other activity………….. 13. Are you a member of any club or organizations outside school ? If so, name
them below …………………. 14. In which of these are you most active?
..................................................................................... 15. Are there any rasons why you cannot be more active ? Mention these in the
space below…………………… ……………………………………………………….…
16. In what kind of hobbies or games do you take part outside the school hours ? Mention some of them below. …………………………………………………………….
IV. VOCATIONAL PLANS
17. Mention one or more occupations that you think you would like to take up your future career. First choice Second choice Third choice ……………… ………………… ……………..
18. Have you discussed your plans for your future education And career with your parents. ? …………………………………………………………. …………………………………………………………… How do they feel about these plans ? …………………………………………………………………………………………………………………………
V. HEALTH
19. Have you had any serious illness ? Yes……………. No ………………… How long ago ?…………………………………………. ……………………………………………………………
20. Do you have any problems or worries about your Health ?............................................................................ …………………………………………………………… If so, mention them………………………………………
21. Were you ever absent from your school because of Illness ? Tick one of the options below. Frequently. ………… Seldom. …………Never……….
APPENDIX II-B
CASE HISTORY FORM
This information is confidential and for professional use only. Please fill out as completely as possible.
I. IDENTIFYING INFORMATION Client’s Name : --------------------------------------------------- Age : ---------- Boy/Girl ---------- DOB ----------
Address:--------------------------------------------------- --------------------------------------------------- Phone :---------------------------------------------------
II. FAMILY HISTORY
Father’s Name :-------------------------------------------------- Age :------------ Occupation--------------------- Address:------------------------------------------------- ------------------------------------------------- Education:------------------------------------------------- Native Language:------------------------------------------------ Mother’s Name :-------------------------------------------------- Age :------------ Occupation------------------ Address:------------------------------------------------- ------------------------------------------------- Education:------------------------------------------------
Preferred person to contact regarding client: Name ------------------ Address---------------------------------------------------------------------- Name of brothers and sisters Age Gender Std studying Grade at home ____________________ ___ ___ _________ ___________ ____________________ ___ ___ _________ ___________ Language spoken in home.______________Usual language of client_______________ Name of relatives or others living in home Relationship __________________________________ __________________________ ________________________________ __________________________
Relatives who have had speech, language , hearing or learning problems. Name Relationship Problem ___________________ ___________________ ___________________________ ___________________ ___________________ ___________________________ III. MEDICAL HISTORY General health of a client Good __________ Fair _________ Poor____________-
If fair or poor , explain ______________________________________________
Date of client’s last physical exam________________________________________
Important and / or persistent illness, injuries accidents and operations (including convulsive disorders, allergies ear infections and contagious. Condition Age Treatment Length of hospitalization. _________________ __________ ____________ ____________________ Has client had vision checked ? Yes_____No. ______By whom_______________ Finding __________________Glasses ________________ Any special medical examinations ? (such as neurological, ENT, Visual ) Date Place or by whom Speciality findings _________ _____________ _____________ ________________ Any routine medication ? _______________________ Foe what ____________ Current medication _________________________________________________ Current medical problem_______________________________________________ IV.BIRTH HISTORY
Mother’s health during pregnancy, Good ______Fair_______Poor________ Explain _______________________________________________________ List any illness, accidents or surgerymother had during pregnancy__________ Any medication mother took during pregnancy (diet pills, tranquilizeers, antibiotics, antihistamines etc. )_____________________________________ Emotional health of the mother during pregnancy.Good_____Fair___Poor___ Was Rh incompatibility of parents present ? __________________________ Birth date _______Place _______Hospital ____________Home__________ Pregnancy moths ___________Labour hrs.______Induced/Forceps used____ Medication during delivery _________________ Delivery- Normal ____ Caesarean ___________ Birth weight______________ Length of child at birth __________________
Condition of child at birth Normal _________________premature____________Cord wrapped around neck _____________Jaundiced_________________ Rh incompatibility__________Convulsive ______ BloodTransformations______Lung problem _________Heart problem_____ Hemorrhage_________cyanotic(bluish decoloration of skin )_____________ Anoxic (lack of oxygen )_______ Incubator ________How long __________ Congenital malformations (specify )_________________________________ Injuries at birth (Specify )__________________ Was oxygen administered to child ? Yes/ No . If yes how long___________
V. INFANT DEVELOPMENT (Give age at which first did following ) Breast fed until ___________________Bottle fed until ______________Drank from cup at _____Fed self at ____________chewed solid foods ___________ Compared to others in the family, above development was Slow ____________average _______________ fast ______________--- Bowel control _________ Bladder control : Day _____Night___________ Response to sound and voice____________________________ Made first sound ______________Said first word____-______________ Compared to others in the family, Speech development was Slow_______ average _________fast____________ For his or her , do you consider your child to be socially Mature __________ average __________ immature_____________ Check the following Nail biting ___________ Thumb sucking __________ Bedweting _______ Food faddisms ___________ sleeping problems____________________ Frequent crying _____________ Frequent day dreaming ______________ Frequent temper tantrums ____________ abnormal aggressiveness Pronounced disobedience ________________ destructiveness ___________ Has child been seen by Psychologist ? At what age ? Has child been seen by Psychiatrist ? At what age ? How is child disciplined ?________________________________________
VII. EDUCATIONAL HISTORY
Name of school_________________________________________________ School performance : Excellent _________ Average _______ Poor _______ Best subjects _________________ Most difficult _____________________ Has child been in a special education class room ? _____________________ Has child ever been (in a special education ) retained ? _______________ Has child had special reading instruction ? ___________________________ Has child been tested or seen by a counselor of the school ? ____________
VIII. SPEECH PROBLEM What concerns you about the child’s speech ? ( Describe problem ) ___________________________________________________________ Who first noticed the problem ? ___________ when ? _______________ Is the child has hearing loss ? _____________ Has it been tested______ Does child wear a hearing aid ?_________________________________ Did speech development ever seem to stop ?_____________________ Does the child seen embarrassed about his /her speech ? _____________ Has here been a change in the child’s speech within the last six month ? Describe __________________________________________________ What efforts have been made to help the child with speech at home ? _ ___________________________________________________________ Has the child had speech or language therapy ?____________________ Results _____________________________________________________ IX. What problems other than speech or hearing does the child have that worry
you.________________________________________________________ X. HOME INFORMATION
(Please supply the information requested below concerning. The information will be useful to us in planning the remedial help to be given your child.)
1. Has your child any specific difficulties in seeing / hearing ? 2. Has your child a general health problem / a history of health
difficulties( other than vision or hearing ), which has handicapped him in his work in school.
3. Did your child have emotional adjustments? 4. How would you describe your child’s emotional adjustment
(compared to others ). 5. How would you describe your child’s attitude towards reading at
school ? 6. Have you attempted to help your child improve his reading either at
home or by hearing ? 7. Have any suggestion on the probable cause of child’s reading
difficulty. 8. Has the school suggested any specific remedial help for your child
Comments._____________________________________________________
APPENDIX II-C
ASSESSMENT
Name: Age: Boy/Girl
Standard: School:
Medium of instruction: EM / MM
CBSE / ICSE / STATE / Others
I. Visual- Motor
A. Eye-Hand Co-ordination Hold objects Imitation of movements Writing Poster paper position head and paper distance head tilt to right
B. Copying English* Regional Language* Mother tongue* *Slingerland Unable to read Not see the word as whole Not kinesthetic feel Poor visual memory
C. Kinaesthetic feel for the form of Letters and Numbers Write alphabet and number 1-10 Form the letters correctly Difficulty in re-visualizing letters look like
D. Ocular Control Eye problem
E. Left-Right Progression Begin to read at left side of the page Reverse reading Connect two dots from left to right Arrange series of pictures in left-right sequence
F. Small- Muscle Co-ordination Able to tie shoes Colour inside a picture Stringing beads Cut out a figure Pencil grip Large / small size writing
II. Perceptual-Motor 1.A. Balance Forward Backward Steps off more than twice Sideways Left to right (start with right) Right to left (start with left) Hesitation when move from one foot to another Failure to maintain balance B. Jumping
Both feet Right Left
C. Skipping D. Hopping 1/1 in place Right Left Alternate Hop 2/2 (twice on one foot, twice on another) Hop 2/1 (twice on right foot, once on left ) Hop 1/2 (once on right foot, twice on left)
2.A.Knowledge of Body
B. Identification of body parts C. Imitation of movements D. Obstacle course: step over / under yardstick without touch E. Stepping stones F. Chalkboard drawing of face Preferred hand Size of drawing Position of drawing w.r.t. midline Accuracy of production Direction
III. Neurological Organization A. Crawl
Stationary Moving
B. Cross Pattern Creeping Right hand and left knee touch the floor at the same time Left hand and right knee touch the floor at the same time Sooth / easy motion Hand and fingers in the proper position Toes drag along on the floor
C. Cross Pattern Walking The opposite arm and leg move at the same time. Stepping off with right foot, pointing to it with left hand, hen stepping forward with the left foot, point to it with right hand.
D. Handedness Left / Right hand use in eating/brushing/throwing/picking/colouring/ cutting/ writing
Family members use left/right hand
E. Footedness Kick a ball across the room. Pretend as kicking a football. Move a small object across the floor. Step on a chair.
F. Eyedness Dominant eye with which looks through the peephole of a paper :Right/Left
IV. Tactile A. Objects
Tell the shapes, size/ other characteristics of objects in a bag without seeing but touching. Discriminate the objects by feel as rough / smooth.
B. Letters and numbers. Feel sandpaper letters/ numbers inside the bag and tell what they are.
V. REMARKS
APPENDIX II-D
CUMULATIVE RECORD
1.Personal Data and School Background Name………………Age……DOB…..Boy/Girl………School…………Standard …… Father’s Name ………………………………………………………………………..… Permanent Address …………………………………………………………………..…. Language spoken at home ………………………………………………………….….. Schools previously attended
Admission Number
Year From
To
Reason for change over
Address of residence other than permanent. Address…………………….. From………… To…………… …………………………. ………………………… II. Family Background Relationship Occupation Education Living Father Mother Brother Sister others
Your position in the family 1….. 2…..3……4……5…… Name and relationship of the person with whom the pupil lives, if not living with parents Name………………………….. Relationship………………………… Special family circumstances, if any…………………………………………….
III. HEALTH INFORMATION Date of check-up
Height Weight General health
Any major illness -----------. ---------- From . to
Physical disability if any
Remarks
IV. CO-CURRICULAR ACTIVITIES
Year
----------
--------
Activities
Class School
-----------
-----------
----------
-----------
Sports and games Dramatics Literary Craft Social services Scouting NCC Any other activity Positions of responsibility
V. SUPPLIMENTARY INFORMATION FROM STANDARDISED TEST S Psychological tests Scholastic tests Name of test
date score Scaled score
Norms used
Name of test
Date score Scaled score
Norms used
VI. SCHOLASTIC RECORD
Class & year 3 4 Term Subjects *L M BS SS L M BS SS
1 2 *L-Language M-Maths BS-Basic Science S S- Social Science VII. EDUCATIONAL PLANS & IEP Standard 3 3 4 4 Term 1 2 3 1 2 3 1 2 3 1 2 3 IEP IEP IEP IEP Student Parent Resource room/programme teacher
VIII. PERSONALITY TRAITS
YEAR TRAITS CLASS
Industry Initiative Selfconfidence Persistence Regularity Emotional stability Sence of responsibility Cooperativeness Any other significant traits observed Any other behaviour problem observed IX. Headmaster’s overall remarks & signature---------------------------------------------------
X. Remarks by the trainer.-------------------------------------------------------------------------
APPENDIX II-E
Questionnaire 1. The Academic status of the student of this year a. excellent (above 75%) b. good (50-75%) c. average (40-50%) d. below average (30-40%) 2. Does the educational status of the student of this year o match with that of the last
year Yes No
3. Attendance Status Very good (18-22 days in a month) Average (12-17 days) Poor (below 12 days
4. Does the student have leadership in any curricular/co curricular/Extra-curricular activities
Yes No
5. Does the student have difficulty in writing? Yes No
6 Does the student have difficulty in reading? Yes No
7. Does the student have any disabilities (Physically) or abnormalities? Yes No
8. Does the student have any nicknames due to the above mentioned (Q:7) reason or other?
Yes No
9. Have you ever felt that this student need a Psychological aid or counselling? Yes No
10. Does the student find difficulty in solving mathematical problems? Yes No
11. Does the student have any of the following? 1. Epilepsy 2. Poor vision 3. Poor hearing 4. Poor memory 5. Head-ache 6. Stomach Pain 7. Dizziness 8.Other diseases
12. Does the student have any of the following problems? 1 uncontrolled laughter, cry, over talkativeness or any other behavioural problems (if yes specify clarify)
Yes No
APPENDIX II-F
LEARNING DISABILITY CHECKLIST
Sl.
No. Aspects Yes No
I
II
III
Word identification and recognition Excessive errors in words
Omission/ substitution of initial/middle/ last letters
Ineffective visual analysis of words
Insufficient sight vocabulary
Lac of ability in auditory blending
Lack of ability in visual synthesis
Lack of knowledge in phonetic elements Vocabulary Inability to isolate and retain factual information
Inability to analyse the reading material
Inability to interpret the reading material
Ineffective organizational abilities in reading
Comprehension Insufficient sentence sense
Lack of ability in recognize meaning
Braking words/ sentence in to many parts
Lack of paragraph organization sense
Using letter by letter to decode words
Inability to adjust rate
Inappropriate purpose of reading
Ineffective in word recognition
Inappropriate use of context clues
Insufficient sight vocabulary
Unnecessary vocalization
IV
V
VI
VII
Study Skills Inadequacies in using maps, graphs, tables
Inability to use reading and writing materials
Lack of efficiency in using basic reference materials
Inability to sufficiently organize material in usable order
Lack of ability to select the needed reading / writing materials Organisation Inability to arrange the materials according to needs
Inappropriate application of comprehension abilities
Insufficient concept development
Insufficient ability in study material
Gross and fine motor skills
Awkward and clumsy, dropping, spilling/ knocking things over
Trouble in games/ activities that demand eye-hand coordination
Trouble with buttons, hooks, snaps. zippers and tie shoes
Creates art work that is immature for age
Poor ability to colour or write within the lines'
Grapes pencil awkwardly, resulting in poor handwriting
Difficulty in using small objects like scissors
Dislikes and avoids writing and drawing tasks Language Early delays in learning to speak
Difficulty in modulating voice (i.e. too soft/ high)
Trouble in naming people or objects
Difficulty in staying on topic
Inserts invented words into conversation
Difficulty in re-telling what has just been said
Uses vague, imprecise language and has a limited vocabulary
Slow and halting speech , use of fillers (i.e. uh, um, and, so)
Poor grammar or misuses words in conversation
Mispronounces words frequently
Confuses words with similar sounds
Insert malapropisms (slips of the tongue) into conversation
VIII
IX
Difficulty in rhyming
Limited interest in book or stories
Difficulty in understanding instructions or directions
Trouble in understanding idioms, proverbs, humor
Difficulty with pragmatic skills (i.e. understands the relationship between speaker and listener, makes inferences based on a speaker's verbal and non-verbal cues) Reading Confuses with similar-looking letters ,words, and numbers
Difficulty in recognizing and remembering sight words
Frequently looses place while reading
Reverses letter order in words (i.e. saw/was)
Poor memory for printed words
Weak comprehension of ideas and themes
Significant trouble in learning to read
Trouble in naming letters
Difficulty in associating letter and sounds, understanding the
difference between sounds in words / blending into words
Guesses words rather than using word analysis skills
Read slowly
Substitutes or leaves out words while reading
Poor retention of new vocabulary
Dislikes and avoids reading or reads reluctantly Writing
Dislikes and avoids writing and copying
Delays in learning to copy and write
Writing is messy and incomplete/ many cross outs and erasures
Difficulty in remembering shapes of letter and numerals
Frequently reverses letters, numbers and symbols
Uses uneven spacing between letters and words, and has trouble
staying 'on the line'.
Copies inaccurately(confuses similar-looking letters /numbers)
Spells poorly and inconsistently (i.e., the same word appears
X
XI
differently other places in the same document)
Difficulty in proofreading and self-correction work
Difficulty preparing outlines and organizing written work
Fails to develop ideas in writing / work is incomplete / too brief
Expresses written ideas in a disorganized way Maths Has difficulty with simple counting and one-to-one correspondence between number symbols and items/objects Difficulty in mastering number knowledge (i.e. recognition of
quantities without counting)
Difficulty with learning and memorizing basic addition and
subtraction facts
Difficulty in learning strategic counting principles (i.e. by
2,5,10,100)
Poorly aligns numbers resulting in computation errors
Difficulty in estimating quantity (i.e. quantity, value)
Difficulty with comparisons (i.e. less than, greater than)
Trouble in telling time
Trouble in conceptualizing the passage of time
Difficulty in counting rapidly or making calculations
Trouble in learning multiplication tables ,formulas and rules
Trouble in interpreting charts
Social / Emotional behavior
Not pick up on other people's mood/feelings (i.e., may say the
wrong thing at the wrong time)
Not detect or respond appropriately to teasing
Difficulty in 'joining in' and maintaining positive social status in a
peer group
Trouble in knowing how to share/express feelings
Difficulty with self-control when frustrated
Difficulty in dealing with group pressure, embarrassment and
unexpected challenges
XII
Attention Fails to pay close attention to deals or makes, careless mistakes is
schoolwork, work, or other activities
Difficulty in sustaining attention in work tasks /play activities
Not follow through on instructions and fails to finish schoolwork,
or duties in the workplace
Difficulty in organizing tasks and activities
Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort such as homework / organizing work Loses things consistently that are necessary for tasks/activities (i.e., toys, pencils, books) Easily distracted 0y outside influences
Forget daily/ routine activities
Poor sense of direction
Difficulty in applying skills form one situation to another
Dimension I II III IV V VI VI VII IX X XI XII
Total Yes
Total No
APPENDIX III
APPENDIX IV
APPENDIX V
EKWALL READING INVENTORY
Summary Sheet Forms C & D
APPENDIX VI
SCHOOL OF PEDAGOGICAL SCIENCES
MAHATMA GANDHI UNIVERSITY KOTTAYAM
2008 Sir / Madam , I am doing Research at School of Pedagogical Sciences , Mahatma Gandhi University, Kottayam. As the part of my research I am conducting a work on the topic “Developing a Multimedia Remedial Tracking Package for Dysgraphia among Primary School Students with Specific Learning Disabilities.” This is to evaluate the effectiveness of multimedia package on minimizing Dysgraphia among primary school students. Certain aspect with regard to Dysgraphia for assessing the level of Dysgaraphia Characteristics exhibited by the students are given. Kindly go through each aspects carefully and record your response against all the characteristics. I assure you that your responses will be kept confidential and they will be used only for my research purpose. Expecting your valuable co-operation.
Yours faithfully Anilakumari M.C. Research Scholar
There are 20 aspects in this inventory.
1. All the aspects are related to Dysgraphia Characteristics.
2. Kindly mark the most observable characteristics in each aspects.
3. Mark your responses as Never” for not exhibiting the particular
characteristics. ‘Infrequently ‘ for very rare , ‘Some times’ not continues
exhibiting, ‘Frequently ‘ for continues exhibiting, ‘Always’ for most
continues exhibiting of characteristics.
4. Not compulsory to complete all the characteristics.
5. There is no time limit.
6. After completing the inventory convert your scores as directed at the end
of the inventory.
Name of the student : Standard : School : Age : Boy / Girl Name of the observer : Signature of the observer : Date:
DYSGRAPHIA CHARACTERISTICS INVENTORY
Directions: Using the indication, circle the number that best represents the extent to which statement reflects the behaviour of the student. When done, read the section on Interpreting the result. There are no right or wrong answers. I DIFFICULTY WITH ALPHABET SYMBOLS 1…..2….3…4….5
1. Not remember how to write certain letters or numerals 1…..2….3…4….5 2. Distorts shapes of certain letters or numerals 1…..2….3…4….5 3. Overall writing effort is awkward , uneven 1…..2….3…4….5 4. Has difficulty transferring from manuscripts to cursive style 1…..2….3…4….5 5. Continues to print manuscript style after introduction to
cursive style 1…..2….3…4….5
6. Fragments certain letter or numeral forms 1…..2….3…4….5 7. Writing resembles “Bird scratching” is virtually illegible 1…..2….3…4….5 8. Has difficulty distinguishing between capital and lowercase
letters forms 1…..2….3…4….5
9. Mixes capital and lowercase forms 1…..2….3…4….5 II CONFUSION WITH DIRECTIONALITY 1. Writes certain letters , numerals or words in mirror image 1…..2….3…4….5 2. Tends to write on mirror side (left side ) of vertical midline
when moving to next column 1…..2….3…4….5
3 Marks from bottom to top when forming certain letters or numerals
1…..2….3…4….5
4 Uses backward (clockwise) motions when forming loops in certain letters or numerals.
1…..2….3…4….5
5 Erases or over sprints habitually to change directions of certain letters and numerals
1…..2….3…4….5
6 Writing tends to stand up, down, or to wobble up and down. 1…..2….3…4….5 7 Miswrites the numbers(6/9, 3/8) 1…..2….3…4….5 8 Difficulty to distinguish between letters that circles to the right
(b,p,h,m,n,r) and circles to the left(c,a,d,q,e,f) 1…..2….3…4….5
9 Writes above or below line/ one corner to another/ bottom to top/ across the paper.
1…..2….3…4….5
III TENDENCY TO PERSEVERATE 1 Adds unnecessary letters or sound units to written
Words 1…..2….3…4….5
2 Repeats the same letters or syllables in written words 1…..2….3…4….5 3 Adds unnecessary sounds units to spoken words 1…..2….3…4….5 4 Repeats syllables or sound units in spoken words 1…..2….3…4….5 5 Fails into parrot like repetition of rhyming word units
during games or conversation. 1…..2….3…4….5
6 While reading miss out lines or reads them twice. 1…..2….3…4….5
Scale: Never Infrequently Sometimes Frequently Always 1---------------------2--------------------3----------------------4---------- --- -5.
7 Makes wild guesses at words whether they make sense or not (eg. ‘turned’ ‘for trained’)
1…..2….3…4….5
8 Reads words backwards/ reverse order (‘on’ for ‘no’ , ‘saw’ for ‘was’)
1…..2….3…4….5
9 Misreads words which looks similar (house / hourse) 1…..2….3…4….5 IV SETENCE STRUCTURE 1 Composes meaningful content in spite of poor handwriting 1…..2….3…4….5 2 Transposes grammatical elements within sentences , but
produces good overall meaning 1…..2….3…4….5
3 Tends to use complete sentence forms instead of fragments. 1…..2….3…4….5 4 Composes correct sentences even though difficulty in
automatically recollecting sequentially words 1…..2….3…4….5
5 Written work deteriorates towards end of writing exercise. 1…..2….3…4….5 6 Feels difficulty in synthesizing a word after spelling its
component letters 1…..2….3…4….5
7 Shortens words (‘sunnly’ for ‘suddenly’ , ‘member’ for ‘remember’ )
1…..2….3…4….5
8 Complete the sentences by combining two sentences’ parts./ part of a compound word gets transposed.
1…..2….3…4….5
9 Overall punctuation makes are awkward. 1…..2….3…4….5 V. DIFFICULTY COPYING SIMPLE SHAPES 1 Distorts simple shapes 1…..2….3…4….5 2 Fails to close corners 1…..2….3…4….5 3 Tends to draw ‘ears’ where lines meet or change direction 1…..2….3…4….5 4 Has difficulty reproducing simple designs from memory 1…..2….3…4….5 5 Adds unnecessary strokes to letters of geometrical figures. 1…..2….3…4….5 6 Has difficulty staying on lines when tracing. 1…..2….3…4….5 7 Avoids part of geometrical figures( diagonals, angle marks) 1…..2….3…4….5 8 Difficulty in drawing steps while organizing the diagram. 1…..2….3…4….5 9 Exhibits problems in grasping and marking graphs, maps and
tables. 1…..2….3…4….5
VI TENDENCY TO TELESCOPE 1 Omits letters when writing words 1…..2….3…4….5 2 Omits syllables or sound units when writing words 1…..2….3…4….5 3 Runs letters together 1…..2….3…4….5 4 Runs words together (usually when copying ) 1…..2….3…4….5 5 Adds letters in words / in compound word 1…..2….3…4….5 6 Reverses the correct position of letters ( ‘ate’ as ‘at9’ , ‘car
as’ arc’ , ‘school’ as ‘chools’) 1…..2….3…4….5
7 Mirror writes . 1…..2….3…4….5 8 Putts letters in the wrong order making meaning words. ( ‘felt’
as ‘lift’, ‘cat’ as ‘act’, ‘time’ as ‘item’) 1…..2….3…4….5
9 Substitutes letters /words in written copy works 1…..2….3…4….5 VII IDENTIFICATION OF ALPHABETS
1 The child can identify letters of alphabets 1…..2….3…4….5 2 The child can read the alphabets 1…..2….3…4….5 3 The child can write the alphabets 1…..2….3…4….5 4 The child can pronounce the corresponding 1…..2….3…4….5
sounds of the alphabets 5 The child can write appropriate letters when
given the sounds of letters. 1…..2….3…4….5
6 The child can pick out letters of the alphabet when the name of the letter is called out.
1…..2….3…4….5
7 The child can match the letters when asked to do. 1…..2….3…4….5 8 The child can identify letters of lowercase alphabets. 1…..2….3…4….5 9 The child can write lowercase alphabets. 1…..2….3…4….5
VIII IDENTIFICATION OF WORDS WITH / WITHOUT BLENDS
1 The child can read the words without Blends
1…..2….3…4….5
2 The child can write the words without Blends 1…..2….3…4….5 3 The child can read the word with Blends 1…..2….3…4….5 4 The child can write the words with Blends 1…..2….3…4….5 5 The child can identify blends 1…..2….3…4….5 6 The child can write blends theoretically. 1…..2….3…4….5 7 The child can pronounce the sounds of Blends 1…..2….3…4….5 8 The child can write the blends after hearing the sounds of
blends. 1…..2….3…4….5
9 The child can complete letters of blends 1…..2….3…4….5 IX IDDENTIFICATION OF WORDS WITH
DIPHTHONGS & BLENDS
1 The child can read words with diphthongs & blends 1…..2….3…4….5 2 The child can write words with diphthongs & Blends. 1…..2….3…4….5 3 The child can identify similar words. 1…..2….3…4….5 4 The child can identify diphthongs 1…..2….3…4….5 5 The child can write diphthongs hearing sounds. 1…..2….3…4….5 6 Can spell out the diphthongs 1…..2….3…4….5 7 Can write all diphthongs 1…..2….3…4….5 8 Can complete words by putting diphthongs 1…..2….3…4….5 9 Can complete the diphthongs. 1…..2….3…4….5 X IDENTIFICATION OF DIGRAPHS AND
CONSONENTS
1 Can label / identify single consonant( all alphabets except five vowels)
1…..2….3…4….5
2 Can label / consonant clusters 9two consonants blend together)
1…..2….3…4….5
3 Can label / identify/ write the consonant in a word. 1…..2….3…4….5 4 Can identify consonant Diagraphs (two letters that stand for
on sound-th, ph, gh, sh, ch, ng) 1…..2….3…4….5
5 Can write the consonant diagraphs in a word 1…..2….3…4….5 6 Can identify syllable ( one vowel to consonant sounds are
typically added- us, raise, voice ie, syllable has only one vowel sound)
1…..2….3…4….5
7 Can write a syllable in a word 1…..2….3…4….5 8 Can write similar words have consonant diagraph 1…..2….3…4….5
9 Can identify the sounds of consonants diagraph and syllable 1…..2….3…4….5 XI SENTENCE WITH THREE/ MORE THAN THREE
WORDS
1 Can read sentences with three words 1…..2….3…4….5 2 Can write sentences with three words 1…..2….3…4….5 3 Can read sentences with more than three words 1…..2….3…4….5 4 Can write sentences with more than three words 1…..2….3…4….5 5 Can write sentence with more than three words with correct
punctuation 1…..2….3…4….5
6 Can copy sentences from a source 1…..2….3…4….5 7 Can write sentence by hearing 1…..2….3…4….5 8 Can write with legible size and moderate speed 1…..2….3…4….5 9 Can write sentence with correct meaningful words 1…..2….3…4….5
XII READING A STORY & RETELLING IT
1 Can read a story 1…..2….3…4….5 2 Can copy the story 1…..2….3…4….5 3 Can write the story 1…..2….3…4….5 4 Can retell a story 1…..2….3…4….5 5 Can write a story by recalling 1…..2….3…4….5 6 Can write a story by seeing/ observing a Picture 1…..2….3…4….5 7 Can develop a story by logically connecting words 1…..2….3…4….5 8 Can write a story after listening a story 1…..2….3…4….5 9 Can write a story about a situation 1…..2….3…4….5
XIII READING A CONTENT 1 Poor sight vocabulary 1…..2….3…4….5 2 Poor use of phonic analysis 1…..2….3…4….5 3 Make reversal 1…..2….3…4….5 4 Cannot adjust speed to difficulty of material 1…..2….3…4….5 5 Word by –word reads 1…..2….3…4….5 6 While reading misses outlines or reads lines twice 1…..2….3…4….5 7 Poor works and study habits 1…..2….3…4….5 8 Poor concentration on reading 1…..2….3…4….5 9 Poor phrases and comprehension 1…..2….3…4….5
XIV UNDERACHIEVEMENT 1 Difficulties in read ,spell or write. 1…..2….3…4….5 2 School work does not reflect their true ability 1…..2….3…4….5 3 School reports often say ‘could do better’ 1…..2….3…4….5 4 Results do not reflect the effort put in 1…..2….3…4….5 5 A lot of good teaching input only produces a small
improvement 1…..2….3…4….5
6 Shows excessive inconsistency in the quality of performance- from time to time
1…..2….3…4….5
7 Seems to be bright in many ways; but still does poorly in school
1…..2….3…4….5
8 Difficulty in academic subjects 1…..2….3…4….5 9 Deficit in only one subject or a combination of subjects. 1…..2….3…4….5
XV MEMORY DIFFICULTIES 1 Difficulties in recalling oral instructions 1…..2….3…4….5 2 Difficulties in learning basics, the order of days ,
months, and season 1…..2….3…4….5
3 Problems remembering words from one page to the next
1…..2….3…4….5
4 Problems in learning sequences (multiplication tables) 1…..2….3…4….5 5 Can learn spelling for a test but forgets the words very
rapidly 1…..2….3…4….5
6 Gets the sequence of letters numbers wrong(13 for 31, On for no)
1…..2….3…4….5
7 Difficulties with arithmetic , uses fingers to count 1…..2….3…4….5 8 Copies thing down incorrectly 1…..2….3…4….5 9 Make the same error over and over again 1…..2….3…4….5
XVI SPEECH, PHONOLOGICAL AND LANGUAAGE DIFFICULTIES
1 Problems with word finding when speaking 1…..2….3…4….5 2 Problems in pronouncing long words 1…..2….3…4….5 3 Problems in breaking words into sounds 1…..2….3…4….5 4 Difficulties in blending sounds together 1…..2….3…4….5 5 Difficulties in recognizing or producing rhymes 1…..2….3…4….5 6 Difficulties in recognizing or producing alliteration 1…..2….3…4….5 7 Difficulties in learning phonics 1…..2….3…4….5 8 Later then average in learning to read ,write and talk 1…..2….3…4….5 9 Written language is poorly structured 1…..2….3…4….5
XVII DIFFICULTIES IN COMBINING SPOKEN AND WRITTEN LANGUAGE
1 Slow to learn the link between sounds and letters 1…..2….3…4….5 2 Can spell a word verbally but cannot write it down 1…..2….3…4….5 3 Difficulty in getting thoughts on paper 1…..2….3…4….5 4 Written language has words missing or extra words 1…..2….3…4….5 5 Reads and writes words that are not in the content 1…..2….3…4….5 6 Writing and reading lacks fluency and speed 1…..2….3…4….5 7 Writing has incorrect relationship with parts 1…..2….3…4….5 8 Written out put inappropriate to a child’s age , reading
ability and verbal ability 1…..2….3…4….5
9 Overlap between spoken idea and written idea 1…..2….3…4….5 XVIII VISUAL MOTOR DIFFICULTIES
1 Slow to learn how to write 1…..2….3…4….5 2 Poor book work, untidy, slow, messy 1…..2….3…4….5 3 Mixes upper and lower case letters 1…..2….3…4….5 4 Difficulties in working as fast as other students 1…..2….3…4….5 5 Poor co-ordination , clumsy ,Poor posture, stumps on
desk when working 1…..2….3…4….5
6 Loses place when reading and wring, uses finger to keep track
1…..2….3…4….5
7 Letter and number reversals after the age of seven 1…..2….3…4….5 8 Disliked puzzles and drawing as a younger child 1…..2….3…4….5 9 Difficulties with sustained working, hands gets tired
very quickly 1…..2….3…4….5
XIX CONCENTRATION DIFFICULTIES 1 Inattentive, in a daydream 1…..2….3…4….5 2 Easily distracted 1…..2….3…4….5 3 Diagnosed as having Attention Deficit Disorder 1…..2….3…4….5 4 Often restless and fidgety 1…..2….3…4….5 5 Does not seems to listen to or understand instructions
given at home or in the classroom 1…..2….3…4….5
6 Makes many careless errors 1…..2….3…4….5 7 Cannot read or write more than a short period of time 1…..2….3…4….5 8 Poor organization, often forgets books, equipment 1…..2….3…4….5 9 Gets easily distracted even by a slight disturbance 1…..2….3…4….5
XX SOCIAL AND EMOTIONAL DIFFICULTIES 1 Low self esteem with regards to school work 1…..2….3…4….5 2 Avoids learning tasks, ‘loses’ books, wastes time,
‘forgets’ home works 1…..2….3…4….5
3 Does not expect to succeed so does not try 1…..2….3…4….5 4 Gets frustrated and upset when effort does not produce
good results 1…..2….3…4….5
5 Reluctant to accept help, doe snot like to be different 1…..2….3…4….5 6 Often impulsive, does not stop and think, calls out in
class 1…..2….3…4….5
7 Seems dull and slow in responding to others 1…..2….3…4….5 8 Continue to frustrate the student with negative
meaning 1…..2….3…4….5
9 Records feelings reactions to books , school in diary 1…..2….3…4….5
Interpreting the result
The 180 items are designed to elicit responses related to the 20 aspects of Dysgraphia Characteristics. To get a profile of how the teacher / parents perceive about the child’s behaviour in each of the aspects, you will need to enter your responses in the following chart.
Directions: On the line to the right of each characteristics, enter the number you circled as your response. When done, add the nine numbers across the row and put the total on the line in the Total Across Row column. This total reveals the frequency of each of the choices. Sl.No. Responses Total Across
Row Aspects
1. 1---2---3---4---5---6---7---8---9--- I 2. 1---2---3---4---5---6---7---8---9--- II 3. 1---2---3---4---5---6---7---8---9--- III 4. 1---2---3---4---5---6---7---8---9--- IV 5. 1---2---3---4---5---6---7---8---9--- V 6. 1---2---3---4---5---6---7---8---9--- VI 7. 1---2---3---4---5---6---7---8---9--- VII 8. 1---2---3---4---5---6---7---8---9--- VIII 9. 1---2---3---4---5---6---7---8---9--- IX 10. 1---2---3---4---5---6---7---8---9--- X 11. 1---2---3---4---5---6---7---8---9--- XI 12. 1---2---3---4---5---6---7---8---9--- XII 13. 1---2---3---4---5---6---7---8---9--- XIII 14. 1---2---3---4---5---6---7---8---9--- XIV 15. 1---2---3---4---5---6---7---8---9--- XV 16. 1---2---3---4---5---6---7---8---9--- XVI 17. 1---2---3---4---5---6---7---8---9--- XVII 18. 1---2---3---4---5---6---7---8---9--- XVIII 19. 1---2---3---4---5---6---7---8---9--- XIX 20. 1---2---3---4---5---6---7---8---9--- XX
THE WEIGHT OF SCORES 5 – 12 Perceive yourself as exhibiting this aspect Never 13- 20 Perceive yourself as exhibiting this aspect Infrequently 21- 28 Perceive yourself as exhibiting this aspect Sometimes 29 – 36 Perceive yourself as exhibiting this aspect Frequently 37- 45 Perceive yourself as exhibiting this aspect Always
APPENDIX VII
SCHOOL OF PEDAGOGICAL SCIENCES
MAHATMA GANDHI UNIVERSITY KOTTAYAM
2008 Dear students, I am doing Research at School of Pedagogical Sciences, Mahatma Gandhi
University, Kottayam. As the part of my research I am conducting a work on the
topic “Developing a Multimedia Remedial Tracking Package for Dysgraphia
among Primary School Students with Specific Learning Disabilities.” This is to
assessing the effectiveness of multimedia package on learning of students having
different learning style. Certain statements for evaluating the learning styles are
given. Kindly go through each statements carefully and record your response
against all the statements. I assure you that your responses will be kept
confidential and they will be used only for my research purpose.
Expecting your valuable co-operation. Yours faithfully Anilakumari M.C. Research Scholar
Please fill up the following information
Name :
Age :
Gender : Boy Girl
Standard :
School :
Scheme of study : State CBSC
INSTRUCTIONS
Under certain circumstances very related to your idea like to ‘do, to know
this, inventory has been prepared. Three answers have been given of every
statement. Please select one response achieve most appropriate to yourself of any
statement:
1. If you like any response the most please mark a tick (√) in the cell (�)
against that response.
2. You are to make only one tick against any one response.
3. It is not a test of your knowledge, so all the answers will be treated as
correct.
4. Your response will be kept strictly confidential, therefore respond all the
statements.
5. Statements are based on learning circumstances. It is about your learning
style. Therefore express your opinion fear lessly irrespective of the fact
whether the others like it or not.
6. All statements are to be answered. No statement is to be left.
7. There is no time limit, but the response which you may deem fit in the first
instance, the same may be marked.
LEARNING STYLE INVENTORY
Circle or tick the answer that most represents how you generally behave. (It’s best to complete the questionnaire before reading the accompanying explanation.)
1. While I learning
a. I learn best by watching diagrams, flash cards and demonstrations �
b. I like listening to a class and simple instructions �
c. I like to be involved in practical demonstrations � 2. While studying the spelling
a. I try to picture the word with different colours �
b. I sound a word out rhythmically �
c. I write a word to see if it feels right � 3. If I am teaching someone something new, I tend to:
a. write instructions down for them �
b. give them a verbal explanation �
c. demonstrate first and then let them have a go . � 4. When I am learning a new skill, I am most comfortable:
a. watching what the teacher is doing �
b. talking through with the teacher exactly what I’m supposed to do �
c. giving it a try myself and work it out as I go �
5. While I reading a story book
a. I find it easy to visualize a story or scenery �
b. I enjoyed dialogs and tend to skip lengthy descriptions �
c. I enjoyed actions �
6. When I writing a poem
a. I think it is important and so I work on styles �
b. I write lightly and some times talk while writing �
c. I press hand with pencil and find it difficult when space for � writing becomes smaller and needs a lot of space in working space
7. My first memory is of:
a. looking at something �
b. being spoken to �
c. doing something � 8. When I remembering
a. I remember faces but forgets names �
b. I remember names but not faces �
c. I remember what I did. � 9. I first notice how people:
a. look and dress �
b. sound and speak �
c. stand and move � 10.. While I visualising
a. , I think in vivid detailed picture and paintings �
b. . I think about sounds and its tone , pitch �
c. . I have a few pictures and like to do traces , drawings � 11. When I feel distractions
a. I am easily distracted by visual moss and seen �
b. I find even low sounds distracting �
c. I am distracted particularly by movements �
12. When I solving problems
a. I plan in advance listing orderly the possible problems �
b. I talk myself through problems �
c. I tackle them by solutions that are physical � 13. When I talk to others
a. I am quite , don’t talk at length �
b. I enjoyed listening but can’t wait to talk �
c. I used gestures , stand close while speaking, lose interest in details�
14. When I spent my free time
a. I enjoys reading a book �
b. I enjoys hearing a record �
c. I enjoys in working with finger paints � 15. When I need directions for travelling I usually:
a. look at a map �
b. ask for spoken directions �
c. follow my nose and maybe use a compass � 16. When I go shopping for clothes, I tend to:
a. imagine what they would look like on �
b. discuss them with the shop staff �
c. try them on and test them out �
17. While I am travelling
a. The colour , shape, look of a place/ thing/ person attract me. � b. The sound, voice, tone of people / objects/ places resound in my
ears. �
c I am attracted to people/ objects /places by the feelings they create � in me.
18. When I operate new equipment I generally:
a. read the instructions first �
b. listen to an explanation from someone who has used it before �
c. go ahead and have a go, I can figure it out as I use it � 19. When I cook a new dish, I like to:
a. follow a written recipe �
b. call a friend for an explanation �
c. follow my instincts, testing as I cook � 20. I tend to say:
a. watch how I do it �
b. listen to me explain �
c. you have a go � 21. When I am choosing a holiday I usually:
a. read lots of brochures �
b. listen to recommendations from friends �
c. imagine what it would be like to be there � 22.. If I was buying a new car, I would:
a. read reviews in newspapers and magazines �
b. discuss what I need with my friends �
c. test-drive lots of different types � 23. If I am choosing food off a menu, I tend to:
a. imagine what the food will look like �
b. talk through the options in my head or with my partner �
c. imagine what the food will taste like �
24. When I listen to a band, I can’t help:
a. watching the band members and other people in the audience �
b. listening to the lyrics and the beats �
c. moving in time with the music � 25. When I concentrate, I most often:
a. focus on the words or the pictures in front of me �
b. discuss the problem and the possible solutions in my head �
c. move around a lot, fiddle with pens and pencils and touch things � 26. I choose household furnishings because I like:
a. their colours and how they look �
b. the descriptions the sales-people give me �
c. their textures and what it feels like to touch them � 27. When I am anxious, I:
a. visualize the worst-case scenarios �
b. talk over in my head what worries me most �
c. can’t sit still, fiddle and move around constantly � 28. I feel especially connected to other people because of:
a. how they look �
b. what they say to me �
c. how they make me feel � 29. If I am explaining to someone I tend to:
a. show them what I mean �
b. explain to them in different ways until they understand �
c. encourage them to try and talk them through my idea as they do it �
30. I really love:
a. watching films, photography, looking at art or people watching �
b. listening to music, the radio or talking to friends � c. taking part in sporting activities, eating fine foods and wines
or dancing � 31. Most of my free time is spent:
a. watching television �
b. talking to friends �
c. doing physical activity or making things � 32. When I first contact a new person, I usually:
a. arrange a face to face meeting �
b. talk to them on the telephone � c. try to get together whilst doing something else, such as an activity
or a meal � 33. If I am angry, I tend to:
a. keep replaying in my mind what it is that has upset me �
b. raise my voice and tell people how I feel �
c. stamp about, slam doors and physically demonstrate my anger � 34. I find it easiest to remember:
a. faces �
b. names �
c. things I have done � 35. I think that you can tell if someone is lying if:
a. they avoid looking at you �
b. their voices changes �
c. they give me funny vibes �
36. When I meet an old friend:
a. I say “it’s great to see you!” �
b. I say “it’s great to hear from you!” �
c.I give them a hug or a handshake � 37. I remember things best by:
a. writing notes or keeping printed details �
b. saying them aloud or repeating words and key points in my head �
c. doing and practicing the activity or imagining it being done � 38. If I have to complain about faulty goods, I am most comfortable:
a. writing a letter �
b. complaining over the phone �
c. taking the item back to the store or posting it to head office � 39. I tend to say:
a. I see what you mean �
b. I hear what you are saying �
c. I know how you feel �
40. While in conversation
a. I speak in high pitch, with nasal tonality. �
b. I am attracted by the sound of people / objects. �
c. I tend to touch, feel, weigh and smell � 41. In my causal talk
a. I usually say ; “ I see,” “ can you see my point ?” �
b. I usually say , ‘ I like to hear’ , “ It sounds…’ �
c. I say, ‘ it’s too heavy for me to deal,” “ I can feel the weight of.’ �
42. Every day
a. I observe the shape, angles, texture, positions of things carefully �
b. I place myself from where I am hear a person well �
c. When I recall past events, I am filled with emotions of joy, � sadness ,anger ,fear etc.
43. During my free time I most enjoy:
a. going to garden, museums and galleries �
b. listening to music and talking to my friends �
c. playing sports or doing painting � 44. When I have to revise for an exam, I generally:
a. write lots of revision notes and diagrams �
b. talk over my notes, alone or with other people �
c. imagine making the movement or creating the formula �
SCORING TABLE
Statement No. Responses Statement No. Responses 1. A b c 2. a b c 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.
Total ‘a’ s = Total ‘b’ s = Total ‘c’ s =
APPENDIX VIII
DYSGRAPHIA PERFORMANCE TEST
TEXT BOOKLET
NAME : CLASS : SCHOOL : AGE : DATE OF BIRTH : TOTAL TIME TAKEN : INSTRUCTIONS
1. READ EACH QUESTIONS CAREFULLY AND DO AS DIRECTED.
2. FINISH ALL THE ITEMS IN A PAGE. 3. MARK YOUR RESPONSE TO EACH ITEM IN THE SPACE GIVEN FOR THEM .
4. MARK YOUR RESPONSES USING PENCIL. 5. SCALE / RULER ARE NOT ALLOWED FOR ANSWERING THE ITEMS.
6. TRY TO ANSWER ALL THE QUESTIONS. IF YOU ARE UNABLE TO ANSWER ANY QUESTION, PROCEED TO THE NEXT.
7. THE MAXIMUM TIME ALLOWTED IS TWO HOURS.
1. Join the dots to form a. vertical line and draw a line parallel to it.
• . • . • . • .
b. straight line and draw a line parallel to it.
. . . . . . . . . . . . ….. . . . . . . . . . . . . . . . .
2. Draw the following lines in the given shapes
a.
b.
3. Put a letter “R” against the correct response a.
3
b. 1. 3.
2
4. Write the letters in the space given below.
a. M K W B __________________ b. f t p q __________________
5. Write the letters in the box
a. b.
W
g
1 2
6. Copy the sentences as given below without changing the form of letters a. He ran. ------------- She can.---------------------
- b. The moon and sun are sphThe moon and sun are sphThe moon and sun are sphThe moon and sun are sphericalericalericalerical . . . .
------------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------
7. Under line all the ‘m’ among the following
letters.
8. Underline all the lower case ‘p’ in the following
words given in the box.
9. Write
a. upper case two letters comes after
‘V’ __________ , __________
b. lower case two letters comes before
m w n u v m m n w k e m a u m n u u v m e w w m
Pool pot Pencil Paper Rubber
Jump Pocket parrot clip ship
Packet Pepper pineapple
‘o’ ___________ , ____________
10. Put the following words in the right column.
11.Word search . Group the following letters to form the words as given above.
12. Underline the group of letters which are same as given in the box.
a. ate aet tae ate tea
b. iec ice cie aci ice c. ive iev ive vei evi
ate
ice
ive
saw
d. saw was saw was saw saw 13. Underline the words spelt correctly in the column.
14. The symbol ���� is given in different directions. Write the number written below the ���� in the response part. 1. 2. 3. 4.
a. facing left ------------- b. facing right ------------
c. facing up ------------
d. facing down ------------
15. Write the words on the line to right side of the vertical line . a. farmhouse ----------------------- b. women ----------------------- c. careless ---------------------- d. swim ----------------------
16. Make a step with a. Cousin, Couple, Double
b. Courage, Trouble, Country
17. Make a word by putting the syllables together and write
a.
b. im+ port+ ant =------------------------ un + der + line =------------------------
18. Underline the consonant between the two vowels and write on the line.
a. Solid ------------- b. camel -------------
c. planet ------------
d. Modest ------------
19. Copy the pattern drawn in Box ‘A’ in box ‘B’ A B
20. Look at the word. Draw a underline the letter that starts the words.
a. b.
……………………………
/ / / / / / / / / / / / / / ………………………………
Z z z z ………………………………
V v v v
……………………………… ………………………………. ……………………………… ……………………………….
t f frock g k
a n man w m
21. Join capital letters and manuscript by using a matching task. a. b. K w f T M k g U A m t F W a u G 22. Write the name of two objects beginning with ‘b’
and ‘d’.
a. in cursive form -------------------- b. in manuscript form
----------------------
23. Underline the diphthongs
a. m a i d e n b. d o u b l e c. p o i s o n d. a p p r o a c h
24. Read
Find a similar sounding word from the box and write down. a. weak past great well -------- --------- -------- -------- b. mind groom aloud sleigh --------- ---------- --------- --------- c. stayed stationary principle clear --------- ----------- ---------- --------- 25. Complete the following by filling ‘tion’, 'sion’,‘ ion’
a. telev --------- b. confu---------
c. addi-----------
d. devo----------
Weak grate passed mined deer grown allowed stationery principal vale slay staid
SCORING TABLE SL.NO. ASPECTS QUESTION
NUMBERS MARKS TOTAL
MARK 1 EMC 1
2 3 4 5 6
2 FC 7 8 9
3 FGP 10 11 12 13
4 PS 14 15 16 17 18
5 SR 19 20 21
6 AP 22 23 24 25
SCORING KEY I Q.1. to 6.( Eye hand coordination- this set assess the graphic
motor sequencing ability and the quality of the movement i.e. smooth , controlled and continuous, so imperative for writing.)
1/2 mark for each subdivision. Total 1 mark for 1 item. Total marks for aspect I is 6. II. Q. 7 to 9. ( Figure Constancy- To know the ability to
identify symbol, figures , shapes despite its apparent change in size , direction and position.) Total one mark for 1 item. Total marks for aspect II is 3.
III. Q. 10 to 13. ( Figure Ground Perception-It measures the ability to select , control and direct attentional processes leading to clear perception.) Total one mark for 1 item. Total marks for aspect III is 4.
IV. Q. 14 to 18. (Position in Space – measures the ability to know the space relationship such as above , below , in front of, next to etc.) Total 1 mark for 1 item. Total marks for aspect IV is 5.
V. Q. 19 to 21. ( Spatial Relations- to know the ability to matching , copying patterns) Total 1 mark for 1 item. Total marks for aspect V is 3.
VI. Q. 22 to 25. ( Auditory perception- To know the ability of phonic analysis. ) Total 1 mark for 1 item . Total marks for aspect VI is 4.
ANSWER KEY 1. a. b.
2. a. b. 3. a. R b. 4. a. M K W B b. f t p q 5. a b.
6. a. He ran . She can.
b. The moon and sun are spherical.
W g
7.
8. 9. a. W X Y Z b. a b c d e f g h I j k l m n 10. Column 2, Column 1, Column 2, Column 1. 11. caught --- third column taught --- second row naughty --- third row daughter --- eleventh column bought --- tenth column wrought --- eighth column brought --- ninth column slaughter --- first column sought --- tenth row thought --- ninth column caught --- second row
12.
a. ate aet tae ate tea
b. iec ice cie aci ice c. ive iev ive vei evi d. was saw was saw saw
m w n u v m m n w k e m a u m n u u v m e w w m
Pool pot Pencil Paper Rubber
Jump Pocket parrot clip ship
Packet Pepper pineapple
ate
ice
ive
saw
13. tough ---- second column cough ----- third column 14. a. 3 b. 1 c. 4 d. 2 15. a. farmhouse -------------farmhouse b. women -----------women c. careless careless d. swim --------------swim 16. a. cousin ( upper horizontal column) couple ( vertical column) double ( lower horizontal column) b. country ( upper horizontal column) courage ( vertical column) trouble (lower horizontal column) 17. a. 1. oxygen 2. crystal 3.cycle 4. hygiene b. 1. important 2. underline 18. a. s o l i d -------- i b. c a m e l -------- m c. p l a n e t -------- n d. m o d e s t -------- d 19. 20. a b.
…………………………… / / / / / / / / / / / / / / / / / / / ……………………………… Z Z Z Z ……………………………… V V V V
t f frock g k
a n man w m
21. a. b. K w f T M k g U A m t F W a u G
22. a. ball, button b. doll, drum 23. a. m a i d e n b. d o u b l e c. p o i s o n d. a p p r o a c h 24. a. weak passed grate vale b. mined grown allowed slay c. staid stationery principal deer 25. a. television b. confusion c. addition d. devotion
APPENDIX IX
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APPENDIX X
LIST OF EXPERTS
Dr. N. Vedamani Manuel (Late), Former Professor and Dean (Education), University
of Kerala, UNESCO Expert.
Dr. Lalitha Ramanujan, Alpha to Omega Learning Center, Chennai.
Dr. Bibby Shari, Asso. Professor, Dept. of Psychology, University of Calicut.
Dr. P.S. Sukumaran, Professor, School of behavioural Sciences, Mahatma Gandhi
University, Kottayam.
Dr. (Sr.). Agasa K.S., Principal, School of Medical Education, Ernakulam.
Mrs. Vijaya, M., BRC, SRV. School, Ernakulam.
Special Educators
Sr. Roja MSJ, Special Educator, Nirmala Training Centre for Exceptional Children,
Kusumagiri, Kochi.
Sr. Sereena MSJ, Special Educator & Occupational Therapist, NTCEC, Kusumagiri,
Kochi.
Mrs. Lincy, Special Educator, Swanthwana, Suppot Centre for Children, Kochi.
Medical Practitioners
Dr. Uma P.,Principal ,Dept. of Kawmarabhrithya (Pediatric), Govt. Ayurveda college
Hospital ,Kannur.
Dr Betty Joseph, Surgeon, ENT, Govt. Thaluk Hospital, Thripunithura.
Dr. Tony Joseph, Pediatrician, Thazhepillil Homoeo clinic, Thodupuzha, Idukki.
Psychologists & Counsellors
Dr. Thomas Jphn, (Psychiatrist), Deputy Director of Health Services (Rtd.), N.C.,
Convenier-School Liaison Committee IPS Kerala State Branch.
Dr. Gini K. Gopinath, Clinical Psychologist, Maganam Hospital, Kottayam
P. Jayachandran, Councellor, Amritha institute of Medical Sciences, Kochi.
(Professor-Ad hoc, Dept. of Psychology, Bharathiyar University, TN).
Dr. (Fr.) Varghese Pudussery, Councellor, Swanthwana, Support centre for Children
facing Academic difficulties, Institue of Counselling & Psychotherapy, Kochi.
