+ All Categories
Home > Documents > BIBLIOGRAPHY - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/6659/16/16_bibliography… ·...

BIBLIOGRAPHY - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/6659/16/16_bibliography… ·...

Date post: 13-May-2020
Category:
Upload: others
View: 3 times
Download: 0 times
Share this document with a friend
73
Transcript

BIBLIOGRAPHY

Ahuja, Alka (1995). The effects of a co-operative learning instructional

strategy on the academic achievement, attitudes toward science and

process skills of middle school science students. Dissertation

Abstracts International, 55 (I), 31 49-A.

Alvin, Pettus M., & Dillaed, Haley Jr. (1980). Identifying factors related to

science process skill performance levels. School Science and

Mathematics, 80 (4), 273-276.

American Association for Advancement in Science (1968). Science - A

process approach. New York: Xerox Corporation.

American Psychologists Association (1 987). Diagnostic and statistical

manual of mental disorders (DSM-II) (3rd ed.). Washington D.C:

American Psychologists Association.

Ampili, V. P. (1991). A study of the relationship of process outcomes in

science to science interest, scientific attitude and attitude towards

academic work of university entrants. Unpublished M.Phil. Thesis,

University of Kerala, Thiruvananthapuram.

Andrew, K.A. (1 980). Construction of a group test to evaluate secondary

school pupils' skill in scientific process. Unpublished M.Ed.

Dissertation, University of Kerala, Thiruvananthapuram.

Association for Children with Learning Disability (1986). Regular education I

special education initiative. A position paper by the ACLD. Exceptional

Parent, 16 (5), 59-64.

Baker, J., & Zigmond, N. (1995). The meaning and practice of inclusion for

students with learning disabilities: Themes and implications form the five

cases. Journal of Special Education, 29 (2), 163-1 80.

Berk, Laura E., & Landau, Steven (1993). Private speech of learning disabled

and normally achieving ch~ldren n classroom academic and laboratory

contests. Child Development, 64 (2), 556-571.

Bhargava, Mahesh (1994). Introduction to exceptional children. New

Delhi: Sterling Publishers Pvt. Ltd.

Bhargava, S.N.L. (1986). A study of the measuring process in science in

relation to certain cognitive and social variables. Journal of the

Institute of Educational Research, 10 (2), 4-7.

Bhattacharya, U. (1985). A techriological approach to preventive teaching for

alleviation of learning disabilities in science. (Doctoral Dissertation,

Calcutta University, 1985) In M. B Buch (Ed.). Fourth survey of

research in education. New Delhi: National Council for Educational

Research and Training.

Bloom, B.S. (Ed.) (1 985). Developing talent in young people. New York:

Ballantine.

Boersma, F.J., & Chapman, J.W. (1982). Teacher's and mother's academic

achievement expectation of learning disabled children. Journal of

Social Psychology, 20, 2 16-22 1.

Bramlett, Ronald K. (1994). A comparison of non-referred, learning disabled

and mildly mentally regarded students utilizing the social skills rating

system. Psychology in the Schools, 31 (I), 13-1 9.

Bryan, T., Pearl, R., Zimmerman, D., & Matthews, F. (1982). Mother's

evaluation of their learning disabled children. Journal of Special

Education, 16, 149-1 60.

Cancelli, Anthony S. (1993). Type of instruction and the relationship of

classroom behaviour to achievement among learning disabled children.

Journal of Classroom Interaction, 28 (1 ), 13-2 1 .

iii

Carlisle, Joanne F., & Andrews, Elizabeth (1993). Monitoring learning

disabled students in mainstream science classes. Annals of Dyslexia,

43, 21 7-237.

Carnine, D. (1989). Teaching complex content to learning disabled students.

The Role of Teaching Exceptional Children, 55 (6), 524-533.

Carnine, D.W.. & Woodward J. ('1988). Paradigms lost: Learning disability

and the new ghost in the old machine. Journal of Learning

Disabilities, 21,233-236.

Cass, Michael, Cates, Dennis, Smith, Michelle, & Jackson, Cynthia (2003).

Effects of manipulative instruction on the solving of area and perimeter

problems by students with learning disabilities. WWW. Teaching

LD.org.

Chalfont, J., & Sachffm, M. (1969). Central processing dysfunction in

children: A review of research. Washington D.C.: US Department of

Health, Education and Welfare.

Chiodo, Carolyn B. (1 993). Increasing academic achievement of second

grade learning disabled students through implementation of a

resource/consultative service delivery model. Ed.D. Practicum

Report. Nova University, U.S.A.

Chittoran, Mary Mathai (1993). Factor structure of Psychoeducational and

neuropsychological measures of learning disabled children.

PsychoEogy in Schools, 30 (2), 109-1 1 8.

Coleman, Michael J. (1992). Similarities in the social competencies of

learning disabled and low achieving elementary school children.

Journal of Learning Disabilities, 25 (1 O) , 671 -677.

Dasbach, Joseph M. (1968). "The science-mathematics study". American

Association for the Advancement of Science News Letter, 4(2), p. 16.

Dawson, Carolyn Crouse (2000). The effect of explicit instruction in science

process skills on concepti~al change: The case of photosynthesis.

Dissertation Abstracts International, 60 (7), 2433-A.

Donahue, M., & Prescoot, B. (1983). Young learning disabled children:

Conversational episodes in disputed episodes with peers. Chicago:

Chicago Institute for the Study of Learning Disability.

Doran, R. L. (1974). An analysis of several instruments measuring nature of

science objectives. Science Education, 58(3), 321-329.

Doran, R.L., & Sellers, B. (1978). Relationship between students' self-

concept in science and their science achievement, mental ability and

gender. Journal of Research in Science Teaching, 15, 527-533.

Ebel, Robert L. (1 965). Measuring educational achievement. Englewood

Cliffs, New Jersey: Prentice Hall Inc.

Epstein, J., Bergcross, G., & Bergcross, L. (1980). Maternal expectation ad

birth order in families with learning disabled and normal children.

Journal of Learning Disabilities, 13, 273-280.

Eshel, Yohanan (1994). Mainstreamed or self-contained classes for students

with a mild learning disability: The case of Israel. international Journal

of Disability, Development and Education, 41 (3)- 185-200.

Feegans, L., & Mckimy, J.D. (1982). Longitudinal studies of learning

disabled childmn. Paper presented at the Association for Children and

Adults with Learning Disability. Chicago.

Ferre, Louse & Ferre, Victor (1991 ). The results of individualised social skills

training sessions with rural elementary learning disabled students. Rural

Special Education Quarterly, 10 (4), 3541.

Fleishmer, J., Gemett, K., & Shepherd, M. (1980). Proficiency in arithmetic

basic fact computation of learning disabled and non-disabled children.

Focus on Learning Problems in Maths, 2 (4), 47-56.

Frauenheim, J. (1978). Academic achievement characteristics of adult males

who were diagnosed as dyslexic in childhood. Journal of Learning

Disabilities, 11 (8), 476-483.

Garderen, Delinda Van, & Montague, Marjorie (2002). Visual-Spatial

Representation, Mathematical Problem Solving, and Students of Varying

Abilities. WWW. Teaching LD.org.

Garrett, H.E. (1 947). Statistics in pychobgy and education. Bombay:

Vakils, Feffer and Simons.

Garrett, M.K., & Crump, W.D. (1980). Peer acceptance teacher references

and self-appraisal of social status among learning disabled students.

Learning Disability Quarterly, 3,4248.

Gerber, P.J., & Zinkgraf, S.A. (1982). A comparative study of social

perception ability in learning disabled and non-handicapped students.

Learning Disability Quarterly, 5, 374-378.

Gemann, P.J. (1994). Testing a model of science process skill acquisition:

An interaction with parents' education, preferred language, gender,

science attitude, cognitive development, academic ability and biology

knowledge. Journal of Research in Science Teaching, 31 (9), 1003-

1021.

Germann, P.J. (1996). Identifying patterns and relationships among the

responses of seventh grade students to the science process skills of

designing experiments. Journal of Research in Science Teaching, 33

(I), 79-99.

Gettinger, M. & Foyne, H.R. (1982). Classroom behaviours during small

group instruction and learning performance in learning disabled and non

learning disabled children. Journal of Educational Research, 75,

182-187.

Good, C.V. (1945). Dictionary of education. New York: McGraw Hill Book

Company Inc.

Graham, Steve (1990). The role of production factors in learning disabled

students' compositions. Journal of Educational Psychology, 82 (4),

781-791.

Greeno, J.G., Riley, MS., & Gelrnan, R. (1984). Conceptual competence and

children's counting. Cognitive Psychology, 76, 94-143.

Hall, Elizabeth A. (1991). An examination of the process of teaching reading

to learning disabled children: Vygotskian perspectives. Paper

presented at the annual meeting of the American Education

Regearch Association, Chicago, April 3-7.

Hallahan, D., and Cruickshank, W. (1973). Psychoeducational foundation

of learning Plis~ffk'Sties. Englewood Cliffs, N.J., Prentice-Hall, Inc.

Hallahan, D.P., & Kauffman, J.M. ( 1988). Exceptional chRdmn introduction

to specialeakrcation (4th ed.). Englewood Cliffs N.J.: Prentice-Hall.

Hallahan, D.P., & Reeve, R.E. (1980). Selective attention and distractibility.

In B.K. Keough (ED.). Advances in special education (Vol.l).

Greenwich C.T.: J.A.I. Press.

Hamill, D., Leight, J., McNutt, G., & Larsen, S. (1981). A new definition of

learning disabilities. Learning Disability Quarterly, 4, 336-342.

Haukoos, G.D. (1981). The interaction effect of selected student

characteristics and learning environment of science process skills.

Dissertation Abstracts International, 41 (9), 3857-A.

vii

Heberling, Kerri, & Shaffer, David V. (1995). School attendance and grade

point averages of regular education and learning disabled students

in elementary schools. ERIC Document Reproduction Service,

No. EJ 543899.

Houck, C., Todd, R., Barnes, D., & Engldhard, J. (1980). Learning disability

and math. Is it the math or the child? Academic .Therapy, 15 (5),

557-570.

Hough, L.W., & Piper, M.P. (1982). The relationship between attitude towards

science and science achievement. Journal o f Research in Science

Teaching, 19 ( I ) , 33-38.

Humphries, J., & Bauman, E. (1980). Maternal child-rearing attitudes

associated learning disabilities. Journal of Learning Disabilities, 13,

459-462.

Hurd, P.D. (1 971). New directions in teaching secondary school science.

Chicago: Rand McNally and C:o.

Hykle, J.A. (1994). Interrelationship among cognitive controls, gender,

science content achievement and science process skills. Dissertation

Abstracts International, 55 (9).

James, Giovanna & Milligan, Jerry L. (1994). Holistic instruction with two

severely learning disabled students. Paper presented at the Annual

Washington S t r h Reading Research Confemnce, Richland, WA.

John, Kirk R. & Rattan, Gurmal (1991). A comparison of short term memory

tests as predictors of reading achievement for learning disabled and

educable mentally retarded students. Journal pf School Psychology,

29 (4), 309-31 8.

Johnson, D., and Myklebust, H. (1967). Learning disabilities: Educational

principles andpractices. New York: Grune and Stratton, Inc.

viii

Joseph, Celene and Suresh, K.P. (2001). Process outcomes in Physics in

relation to select affective correlates of secondary school students.

Journal of 1nobi.n Education, 26 (4), 87-91.

Kaluger, G., & Kolson, C.J. (1978). Reading and learning disabilities (2nd

ed.). Columbus, Ohio: Charles E. Merill.

Kaufhan, J.M. (1994). Places of change: Special education's power and

identity in an era of educational reform. Journal of Learning

Disabilitiss, 27 (lo), 61 0-61 8.

Kegok, B., & Macmillan, D.L. (1983). The logic of sample selection. Who

represent what? Exceptional Education Quarterly, 4, 84-98.

Kirk, S.A. (1970). Educating exceptional children. New Delhi: Oxford and IBH

Publishing Co.

Knee, Kathleen (1991). Memory of specific learning disabled readers using

the California Verbal Learning Test for Children. Paper presented at

the Annual Convention of the American Psychological Association,

San Francisco.

Kok-Anuthoh, & Bryan, E.W. (1994). Science process skills: Are they

generalisable? Research in Science and Technological Education,

12.

Krupski, A. (1986). Psychological and educational perspectives on

learning disabiNties. New 'fork: Academic Press.

Lenneberg, E.H. (ed.). (1 964). ,l biological perspective of language. In E.

Lenneberg (ed.). New directions in the study of language.

Cambridge, Mass.: MIT Press.

Lerner, J.W. (1 976). Children with learning disabilities (2nd ed ) Boston:

Houghton-Mifflin.

Lobo, 1. (1990). NIsct of developing science process skills among pfe-

service secondary school teachers on their classroom behaviour.

Unpublished Doctoral Dissertation, University of Mysore.

Lorsbach, Thomas C., & Frymier, Jack (1992). A comparison of learning

disabled and non-disabled students on five at-risk factors. Learning

Disabilities: Research and PracticeJ 7 (3), 137-141.

Mansoor (1993). Reasoning strategies of students in solving chemistry

problems as a function of developmental level, functional M-capacity and

disembedding ability. Paper presented at the Annual Meeting of the

National Association for Research in Science Teaching, Atlanta, GA.

Marge, M. (1972). The general problem of language disabilities in children.

In J.V. Irwin and M. Marge (Eds.). Principles of childhood language

disabilities. New York: Appleton Century Crofts.

Matheis, p. (1992). A study of the logical thinking skills and integrated

process skills of junior high school students in North Carolina and Japan.

Science Educafion, 76 (2), :211-222.

Mathew, Alice (2000). Effectiveness of self-instructional materials and

modern instructional strategies in minimising learning disabilities

of students in secondary schools. Ph.D. Thesis, Mahatma Gandhi

University, Kottayam.

Mathinos, D.A. (1988). Commun~cative competence of children with learning

disability. Journal of Learnrng Disabilities, 21, 437-434.

McCord, J.S., & Haynes, W.O. (1988). Discourse errors in students with

learning disability and their normally achieving peers: Molar versus

molecular views. Journal of Learning Disabilities, 21 (4), 237-243.

McKink, McClure & Feegan (1982). Classroom behaviour of learning disabled

children. Leeming Disability Quarterly, 5, 45-52.

McNellis, K.L. (1987). In search of attentional deficit. In S.J. Ceci (Ed.).

Handbook of cognitive, social and neurop~ychological aspects of

learning disability (Vo1.2). Hillsdale, N.J: Erlbaum.

Menon, S.B. (1986). A study of a system of science education in the

perspective of the process of science enquiry. In M.B. Buch (Ed.).

Fourth survey of research in education. New Delhi, NCERT.

Merrell, Kenneth W., & Merz, Judi M. (1992). The effect of service delivery

model on the social-behavioural competence of learning disabled

students. Journal of Special Education, 16 (I), 82-91.

Morales, Figueroa M.M. (1982). A single subject design to test selected

science process learning with mentally handicapped children.

Dissertation Abstracts International, 43,413-A.

Moray (1969). Attention selective' processes in vision and learning.

London: Hutchison.

Mouly, George J (1963). The science of educational research. New York:

American Book Company.

Myklebust, H.R. (1954). Auditory disorders in children. New York. Grune

& Stratton.

Nakra, Onita (1997). Children and learning difficulties. New Delhi: Allied

Publishers Ltd.

National Joint Committee for Learning Disabilities (1981). Issues on

definition. Tampa, Florida.

National Policy on Education (1986). Ministry of Human Resource

Development, Government of India, New Delhi.

Neisser, L. (1 976). Cognition and reality. San Francisco: Freeman

Nelsin, Ron J. (1992). The effects of teaching a summary skills strategy to

students identified as learning disabled on their comprehension of

science text. Education and Treatment of Children, 15 (3), 228-243.

Nelson, Ron (1994). Do childreri classified as learning disabled understand

the criteria1 dimensions of different types of uncontested and contested

knowledge? Learning Disabilities: Research and Practice, 9 (I),

24-32.

Newton, Roger Ezra (1982). Effects of enhanced levels of generalizing and

planning engagement on integrated process skill achievement in grade

7-8 science students of varying ability levels. Dissertation Abstracts

InternationalA 43 (6), 1916-A.

Olenchak, F. Richard (1995). Effects of enrichment on giftedllearning

disabled students. Journal of the Education of the Gifted, 18 (4), 385-

399.

Owen. R., Adams, P.A., Forrest, T., Stolz, L.M., & Fisher, S. (1971). Learning

disorders in children, sibling studies. Monograph of the Society for

Research in Child Development, 36, 144.

Panda, K.C. (1997). Educational of exceptional children. New Delhi:

Vikas Publishing House Pvt. Ltd.

Pearl, R., Donabue, M., & Bryan, T. (1987). Social relationship of learning

disabled children. In J.K Torgesen & B Y.K. Won (EDs.).

Psychological and educational perspectr'ves in learning disabilities.

New York: Academic Press.

Peterson, Susan K. (1989). Validating the concrete to abstract instructional

sequence for teaching place value to learning disabled students.

Learning Disabilities: W e a m h and Practice, i 2 (3), 66-73.

xii

Pohlman, M.M. and Pappelis, A.J. (1977). Improving process skills among

college non science majors with science-A process approach materials.

Journal of College Science Teaching, 6, 1 67-1 69.

Poulose, P.J. (1987). The influence of certain personality variables, sex

and residence on process outcomes in physics of university

entrants. Unpublished Doctoral Dissertation, University of Kerala,

Trivandrum.

Quist, Sheila (1995). The effect of using graphic organizers with learning

disabled students to increase comprehension. Dissertetion Abstracts

International, 42 (lo), 2431 A.

Resnick, L. (1987). Learning in school and out. Educational Researcher, 16

(9), 13-20.

Ryan, G. (1989). Computer literacy instruction for learning disabled students

with reading disabilities. (Ed D. Boston College, 1989). Dissertation

Abstracts International, 50, (9 ) 2862-A.

Scott, Marcia S. (1993). Rhyming skills: Differentiating among mildly mentally

retarded, learning disabled and normally achieving students. Learning

Disabilities: Research and Practice, 8 (4), 2 1 5-222.

Scott, Marcia S., & Greenfield, Daryl B. (1992). A comparison of normally

achieving, learning disabled and mildly retarded students on a taxonomic

information task. Learning Disabilities: Research and Practice, 7 (2),

59-67.

Shavelson, R.J., & Towne, L., (2002). ScientSfic research in education.

Washington, DC: National Academy Press.

Shaywitz, S.E. (1986). Prevalence of attentional deficits in an epidemiologic

sample of school children. In S.E. Shaywitz (1988). Attention deficits

disorders: Current perceptions. Proceedings of the National

Conference.

Silver, L.A. (1987). The 'Magic Cure': A review of the current controversial

approaches for treating learning disability. Journal of Learning

Disabilities, 20 (a), 498-504, 512.

Simmons, Deborah C. (1995). Effects of explicit teaching and peer tutoring

on the reading achievement of learning disabled and low-performing

students in regular classrooms. Elementary School Journal, 95 (5),

387-408.

Singh, J., and Black, P.J. (1991). The effects of task contexts on pupils'

performance in science process skills. Indian Journal of Science, 13

(I), 49-57.

Singh, R .K. (1981). Peer tutoring: Its effect on the math skills of students

with learning disabilities. (Ed. D). The American University (1981).

Dissertation Abstracts International, 54 (4), 1 322-A.

Siperstain, G.N., & Goding, M. J. (1 983). Social integration of learning

disabled children in regular classroom. Greenwich CT: J. A. I Press.

Sizemore, Charlda Carroll (1994). Implementing support program for

parents of learning disabled students in rural elementary school.

Master of Science Practicum Report, Nova University, U.S.A.

Skinner, B.F. (1953). Science and human behaviour. New York:

Macmillan.

Sobol, M.P., Earn, B.M., Bennett, D., & Humphries, T. (1983). A categorical

analysis of the social attributions of learning disabled children. Journal

of Abnormal Child Psychology, 11,2 17-228.

Sturm, Janet, M., Joan, L., & Erickson, Rankin (2002). Effects of hand-drawn

and computer-generated concept mapping on the expository writing of

middle school students with learning disabilities. WWW. Teaching

LD.org.

xiv

Suresh, K.P. (1 991 ). Identification of certain sociological, cognitive and

environmental variables related to process outcomes in secondary

school biology. Unpublished Doctoral Dissertation, University of

Calicut.

Swanson, H.L. (1983). Relation among metamemory, rehearsal activity and

word recall in learning disabled and non learning disabled readers.

British Journal of Educational Psychology, 53, 186-1 94.

Swanson, H.L. (1999). Instructional components that predict treatment

outcomes for students with learning disabilities: Support for a combined

strategy and direct instruction model. Learning Disabilities Research

and Practice, 14, 129-140.

Swanson, L. (1980). Conceptual rule learning in normal and learning disabled

children. Journal of General Psychology, 102, 255-263.

Swanson, Lee H. (1993). An information processing analysis of learning

disabled children's problem solving. American Educafional Resedmh

Journal, 30 (44), 861-893.

Swanson, Lee H. (1993). Individual differences in working memory: A model

testing and subgroup analysis of learning disabled and skilled readers.

Intelligence, 17 (3), 285-332.

Tice, Craig John (1999). The integration of science process skills in

elementary science, Math and language arts: A case study of the effect

upon student achievement. Dissertation Abstracts International, 60

(4), 1069-A-1070-A.

Tobin, Kenneth G. and Capie, William (1980). Teaching process skills in the

middle school. School Science and Mafhemetics, 80 (7), 590-600.

Turney, Billy & Robb, George P. (1971). Research in Education: An

Introduction. North Texas, State University, Illinois: The Dryden Press.

Valies, June Baird (1992). A c:omparison of oral and written testing with

primary aged mainstreamed learning disabled students. Reading

Impmvem~t , 29 (3), 188-1 92.

Walkoz, M and Yeany, R.H. (1984). Effects of Lab instruction emphasizing

process skills on achievement of college students having different

cognitive development levels. Science Education, 70 {3), 267.

Wallace, H., & Larsen, S.C. (1 978). Educetional assessment of learning

problems: testing for teachers. Boston: Allyn & Bacon.

Watkinson, Jodi T., & Lee, Steven W. (1992). Curriculum-based measures of

written expression for learning disabled and non-disabled students.

Psychology in the Schools, 29 (2), 184-92.

Wees, Janet (1 992). Successful learning strategies to use with gifted learning

disabled students. Journal of Learning Disabilities, 22 (6).

Wiener, Judith, & Christine Y. (2004). Social and emotional functioning of

children with learning disabilities: Does special education placement

make a difference? WWW. Teaching LD.org.

Wilson, Donald R., & David, William J. (1994). Intrinsic motivation and

attitudes toward school and learning of learning disabled students.

Learning Disabiudies: Research and Practice, 9 (3), 148-1 56.

APPENDICES

Appendix I

LIST OF SCHOOLS SELECTED FOR THE STUDY

1. Lisieux L.P.S., Ithithanam, Kottayam.

2. St. Antonies L.P.S., Thayamkary, Alappuzha.

3. Government H.S.S., Kidangara, Alappuzha.

4. Government L.P.G.S., Vakathanam, Kottayam.

5. M.D.U.P.S., Vakathanam, Kottayam.

6. L.P.S., Panayampala, Kottayam.

7. Government U.P.S. Cheeranchira, Kottayam.

8. F.P.M.L.P.S., Mapuzhakkary, Alappuzha.

9. S.N.D.P.U.P.S., Cherukara, Alappuzha.

10,Government L.P.B.S., Veliyanad, Alappuzha.

11. St. Adai's L.P.S., Nalunnakal, Kottayam.

12. S.H.U.P.S., Kannady, Alappuzha.

13. C.M.S.L.P.S., Nalunnakal, Kottayam.

14.Amalolbhava L.P.S., Pulincunnoo, Alappuzha.

15.St. Joseph's L.P.S., Changanacherry, Kottayam.

16. St. Shantal H.S., Mamood, Kottayam.

17. B.K.T. L.P.S., Fathimapuram, Kottayam.

18.Government L.P.S., Kunnamkary, Alappuzha.

19.Mary Matha L.P.S., Punnakkunnam, Alappuzha.

20.Government L.P.S., Madappally, Kottayam.

21 .A.J.J.M., L.P.S., Kainady, Alappuzha.

22. New St. Thersia's L.P.S., Kavalam, Alappuzha.

23. Government L.P.S., Kumaramkary, Alappuzha.

24,Government L.P.G.S., Veliyanad, Alappuzha.

25,Government L.P.B.S., Veliyanad, Alappuzha.

Appendix 11

General Data Sheet (Malayalam Version)

(To be AUed by the students with the help of Teachers and Parents)

Appendix 111

GENERAL DATA SHEET

(English version)

(to be filled by the students with the help of teachers)

1. Name of the Student

2. Class & Division

3. Name of School

4. Age & Date of Birth

5. Medium of Instruction

6. Male / Female

7. Name of father

8. Occupation

9. Educational qualification

10. Name of mother

11. Occupation

12. Educational qualification

13. Other members

14. Monthly income

15. Opinion about the student's performance by the teacher:

16. Opinion about the student's performance by parents:

Appendix IV

LIST OF EXPERTS

1. Dr. Ramaa S., Reader, Regional Institute of Education, Mysore.

2. Dr. Sailaja Chennat, Associate Professor, SCERT, Poojappura,

Thiruvananthapuram.

3. 6. Sreekumari Amma, Assistant Professor, SCERT, Poojappura,

Thiruvananthapuram.

4. Dr. Anilkumar Nair, Grade I Lecturer, Department of Clinical

Psychology, Institute for Communicative and Cognitive Neurosciences

(ICCONS), Prasanth Nagar, Thiruvananthapuram.

5. Dr. P.J. Jacob, Sr. Lecturer, School of Pedagogical Sciences,

Mahatma Gandhi University, Kottayam.

6. Dr. Celine Peraira, Lecturer, School of Pedagogical Scienues,

Mahatma Gandhi University, Kottayam.

7. Sr. Rose Maria, Mary Matha L.P.S., Punnakuunam, Alappuzha.

8. Tincy Sebastian, St. Antony's L.P.S., Thayamkary, Alappuzha.

9. Mini Vasudevan, Government L.P.S., Madappally, Kottayam.

10.Avis M. Sebastian, B.K.T.L.P.S., Fathimapuram, Kottayam.

Appendix V

Science Process Skills Test- Draft Form

Std. IV Time : 2 % Hrs Max. Mark : 60

25. cap,m~~sw~o mnn3w0&1s3om mom nflmmsmo m s m ~ m 3 d & w l a i @ 63m~ dmcam,?

IV. maow dowlm fu3&&€m3@1@8 cmml6anmi om# 46 P cmmlwow ao&gnmlm' cmom ' J ' m o ~ a l @ 8 'X' mswogo s s p (6x1 = 6)

Appendix Vl

Science Process Skills Test (Malayalam Version) - Final Form

Std. IV Time : 2 .OO Hrs Max. Mark : 50

&omallml ruSjmlsJ& 1. o & ~ l , mooed, n l m ~ o a i , m g 3 d

2. ma, -5, d 3 d , dgl 3. m)303d, &35d&, & 3 m , mqpd 4. ng)mJrn, dq, mQm, d h ~ ~ p d ( ( n

Appendix VII

Science Process Skill Test

Std. lv Time .2.00 Hrs Max. Mark : 50

Scoring Key

arum'

monno, d j d etc.

N S & ~ Q ~ ~ ~ ~ & S ? W L m o

& J S ~ ~ ! J Q S ruupsen$ajg@ m3sm@lm5

oseJl1w3w5

Qa ono'agonrj

&SIN

~almlm'

0&30Jdh'

Qmsconm

NWmi &a& &3$d

nnm" oanglo&3&S-

Std: IV

Appendix Vlll SCHOOL OF PEDAGOGICAL SCIENCES

MAHATMA GANDHI UNIVERSITY

SCIENCE PROCESS SKILLS TEST

(English version)

Time: 1 % hours

Marks: 50

I. Answer in a word

1. .............. holds a plant is soil

2. Name a creature that tears its food and eats ....................

3. The instrument that indicates direction ....................

4. Where does a kingfisher build its nest?

5. Name the equipment which sends the message through lines?

6. .................... is the kitchen of plants.

7. The biggest flower in the world.. . . . . . . . . . . . . . . . . .

8. Our national flower is . . . . . . . . . . . . . . . . . . .

9. What material do ants use to stick together leaves to make nests ...................

10. .................... spreads Malaria.

(10 x 1 = 10)

II. Answer the following questions choosing the right one from the bracket.

1 1. Which is the biggest seed?

(Cucumber, rice, twin coconut, peas)

12. What is the speciality of a camel?

(right eye is less powerful, has a horn,

short statured, forward and backward fingers in its foot)

13. From where does a new pea plant geminate?

(seed, stem, flower, root)

14. ............... is a migrating bird?

(Parrot, Crow, Kite, Crane)

15. How does a mosquito produce whisper music?

(from mouth, sound of wings, from legs, through nose)

11. 16. Find out the odd one on the basis of their breeding habit.

1. hen, duck, kite, bat

2. tortoise, lamb snake, lizard

3. duck, quail, crow, squirrel

4. she buffalo, cow, tortoise, donkey

17. Match the following on the basis of the mode of pollination

1. Tridax (grandfather's beard) - water

2. horse tooth - wind

3. coconut - creatures

4. ladies finger - breaking the fruit

(4 x 1 = 4)

18. Match the following on the basis of habitat

1. lion - Anthill

2. snake - den

3. termite - nest

4. Pigeon - burrow

19. Underline the odd one on the basis of food habit

1. elephant, rabbit, COW, cat

2. lion, leopard, tiger, deer

3. cow, buffalo. goat, rabbit

4. dog, fox, cow, leopard

(4 x 1 = 4)

20. Unnikuttan wants to make a garden. But he does not know how to plant. Write

against each name its mode

....................... 1. Jasmine

....................... 2. Tulasi

....................... 3. Cactus

4. Sunflower

planting stem

sowing seed

planting leaf

(4 x I = 4)

IV. Find out True or False. Give a 'd' mark against True and 'x' against False.

21. The earth contains more of lano than water.

22. Crackers can be burnt at kerosene lamp.

23. Electricity can be repaired standing barefoot.

24. Anything provided can be chewed in our mouth.

25. Every mosquito sucks blood.

V. Answer in two or three sentences.

26. What are insects? Explain with example.

27. Explain how water pollution takes place.

28. What does a forest give us?

29. How is electricity generated from water?

30. Where do plants store their food they prepare?

Achievement Test in Science Draft Form

Std. IV

Appendix IX

Time:2%Hrs Max. Mark : 65

5. ~gp-om~3irnnn0 msm ma&o? (1920, 1930, 1940)

7. oomnmaarcu meld Casrmj @dO&thOmnn ~ 1 % ?

(ng)om3~aj20, as jml , @&opo)

14. mlrn~dorflubm~ m)~mdajmmrnjos i d ~ 3 m om3vl& ?

(o&$smldmn3mo, mld d s j m o , msm&mom&)

w?u~?6mcsmw5 g1~1BaasPwcru craacw cuoalm

~ocBwwtB.~ pwwconuono pmw bcs~w6mwo .zv

wPw~amcsuw5 ~IDLWYWCIU cawam cwae ommwpw - ~~CQJ-JWCW~W pEw .IV

jjcw - pcc~c~~rusErnm .ov

t'%%9@~(9 - $UQWl3LsP '6E

LWUCW@O@W - ~WFW%OWWC~~~ '8s

mz - ~sc~wFtEw .LC

~Ficwo - Fcnoo .st

W?W~FS LSCUO?WFS

gs!lmc~cs '-w?BB 'cuvruoracru 'p~otm .sc

.wtcnuuwsrsw wcscmtlw

~oc&ctucs@ gnw~Ywcpcocrnru7 pmeowarrolmm pcscwo 'susl~ 'mru 'WJsccruo .EE

wcw 'pV?wro 'cumcscs ‘per-1 ,zc

~wtwousow wucmtlw I+@ pew* Ouwr*LrnP .LC

wtc)trnfb omw3 grolwPwcn, cwam cuoaw .......................................... oofi~3m pcanBw ?ma ~tm~rucwwcm~ .oc ............................... wwfme pm~m~ruuu?s~S?m mbEuaru 0truRIClfb .sz

..................... pW?awSca pcanmw m~.wva &cs~wbimwo .ez ....................... p3caSwo ?or-o tcuiwocnoru~ru rr,mw aVra&m .~z

wtwtauuutb cllawu cmaLmw ............................... z .tuutwmcwnU ucswpra, (lacme racsms~wcscpenw?mmuc &cswcoca .9z

................................... p3ca~~noe.11 ?me clu?&l~~crup?d Su, pw ..sr wtcsefi~oXr*

L ~otwmwcu ~YwBw ohRICl(Bo s(9?0l~fa .PZ

L oram iwi'b~cs alpn no omoupmcraw Gmwo .cz

1 w?wfs@ o?QIrwcu ppcru o!~)ruo scstm~8pcE~w~cutw / (p~pxmcmru wtKruw LWW flwp scst~nas~ .zz

/w?w?smw~o scsfSonsancnoruTru gols?w -990 .LZ

~ou-Yw ~?crurub~~~ otru8f& gCmtno .oz

L owew~8 uu?w~wcooruB wcm~opra, FLU 51

LVV?WW gs!l(uO Z (~?6~(9 W~W ~L~CUI s(~?wu) '81

wtwtmmu~a

Appendix X

Std. N

Achievement Test in Science (Malayalam Version) Final Form

Time : 2.00 Hrs Max. Mark : 50

lo. o&omi& d m m j m csmomo?

(am", dml, mwd2mo)

o d o r n q m p

11. eom3srnd~ I&d ng)mjm, (mm2j.5~ n @ g ~ j o mqm o~ed lm lm lwm adhim0 ?

12. rnm~os rno$u8 &&A o d g ~ m , ~onr.tener20 2 am0 om& dcmm~&d?

13. elm" molw3d ~dowOf lm im, QddhD6mo ?

14. m a - &JS~& NJNCCU3UdbZl32J6)S @4009~m)~&/

15. (mmq1~os d ~ ~ d d m 1 onlgim, -bmowm" / m~mlcn5la3eflglwjos csdmjo m d d mmmio n8)92mp ? 5

n l ~ m l g d w J &

....................................... 16. aamg & e ~ ~ a d ( w e ~ o rrunlml ilday~onmi m d ................................... 17. &d rns ~ m a d o r 3 l , g l m ~ m rmm~m3m-

18. mno3nfboj) n n m ~ j & d & l ~ ~ l ~ e ~ 0~.#@fl mmil0m ............................... cruhn3wl&;cm;. 3

uamlcw3 omega ng)am9~m~1fb

....................... 19. m $ e 1 ~ ~ 9 slla A W ~ rujmrm~wmrmlrn; edmi a&~m36ni

............................... 20. , ~ ~ N J O rue.llgmjm m~@ls~rmd~lav36ni &vj&d

Appendix XI

Std. IV Achievement Test in Science

Scoring Key

Time : 2.00Hrs Max. Mark : 50

p-113.e~gld m l m ~ o gmmmnmwJmj&

1 mjmlm

2 6)N@~d3(l i

3 nlmlmdm&

4. dhm(Ta6)qsI

5 gsjm1

6 00ld6)q 633~?16)&36l6

7 dh3mIaodh3NS

8. i&1&9J@321

9. mlolldsjmo

lo mm-

onlamw~mj&

11 &jrn3m&o

12. em3nnIm1, tsw 13. NS&NS(n3mI 86nLOmo

14. ~ ~ 3 4 , &ad ~ ~ ~ a p ~ 6 ) S Oildm36mo

is. goa~dhmnncJrno dmowcanii 14-30 (rn~erjm3md)

d l m l g l m & a 16. m p ~ d

17. 02%

1s. rnlombnr3o8

mcalcau3 am683 ,gjom)!qm~db 19 mml

20. om@

21. mml

egw3am ,e ,omrnp 22. d m j o m ' 23. o~3s3efl

24. m)@JONflm

odmpdsl oddaq&

25. om34 - 6)~216)a$&

26. mmJ1mJo80351 - dh3@

27 d516nmn36 - m x - d ~ ~ w ~ l

2s. rnmg&mgmoll - rnmo~&tb3mnr7

29. &gCd fldiTm36mc~13El - 6)&34(1

30. ~ d r n ~ t ~ o l o e 1 3 m 1 ~ ~ dm3mmV ~~h1rdl(U)q16)(a arnm~mlmnnl~ ~m%zmlru3mfl&d (om3 ~(amcJd) mmcumps idu5rnsaod d a y ~dayooZl @rum1 emJodmjm, mom2rno ln~drneand m ~ o v gow jm~ . &@QN=O, oo3d r n ~ m ~ l 3 m ~

Std: IV

Appendix XI1 SCHOOL OF PEDAGOGICAL SCIENCES

MAHATMA GANDH UNIVERSITY

ACHIEVEMENT TEST

Name:. .......................... . .

Divlslon: ......................

School: .......................

(English version)

Time: 1 % hours

- Marks: 50

Answer rn the same sheet

Class No. ..................

Date: ........................

Time: .......................

I. Pick out the answer from the bracket:

................... 1. Seed which does not yield oil

(Mustard, Coconut, Horse gram)

........................ 2. Symbol of peace

(Parrot, White pigeon, Vulture)

.......................... 3. Artificial production of stem with roots is known as

(grafting, layering, budding)

.......................... 4. The seed which pollinates via water

(peas, balsam, mangrove plants)

5. The district that has no railway lire ..........................

6. Crow peasant makes its nest witti ..........................

(twigs, coconut husk and fibre coconut plant leaves)

.......................... 7. The district that situates at Northern border of Kerala

(Wayanad, Kasargod, Kannur)

8. Accident prone game ..........................

(cricket, cards, snake and ladder)

. . . . . . . . . . . . . . . 9. The main occupation of the people inhabiting at the boarder of rivers

(building construction, fishing. collecting sand)

. . . . . . . . . . . . . . . . . . . . . . . . . . 10. The disease spread by mosquito

(filariasis, fever, loose motion)

II. Write the name

11. The nearest bird sanctuary visited by migrating birds ..........................

12. Name any two rice varieties cultivated in our state ..........................

13. Equipment that indicates direction ..........................

14. Name any two cottage industries ..........................

15. Panchayat I Municipality with name and ward number in which your school is

situated.

5

Fill up the blanks

16. Kerala Kalamandalam is situated in ..........................

17. A plant in which reproduction takes by planting the stem . . . . . . . . . . . . . . . . . . . . . . . . . .

18. The skin among the fingers of a duck helps it to . . . . . . . . . . . . . . . . . . . . . . . . . .

State if True or False

19. Alleppy district is famous for coir industry.

20. Vulture lays the biggest egg.

21. Malappuram district has an airport.

Single out the odd one

22. Pigeon, myneh, kite, crow

23. Canoe, net, hook, axe

24. wound, headache, sprain, burns

Match the following

25. Soap Kochi

26. grandfather's beard : Wood pecker

27. West Coconut oil

28. Carpenters Wind

29. Ship building doc; Sunset

Answer in a sentence or two

30. What is grama sabha?

31. Which are the main occupations connected with coconut cultivation?

Answer in three or four sentences

32. How is coir produced?

33. What first aid is given to a victim of electric shock?

34. Benefits from a forest?

35. Identify any four feet of birds given below. Explain how they help them in

earning food.

36. Given below are some materials of daily use, their name and place of production. Find out where most of them are produced. Prepare a project in the light of the above details.

Santhoor (Bangalore)

Lifeboy (Mumbai)

Jai (Maharashtra)

Colgate (Mumbai)

Satti (Secunderabad)

Henko (Chennai)

Lux (Mumbai)

Breeze (Mumbai)

Geeva (Mumbai)

Big Babool (Hyderabad)

Aban tea (Madras)

Close up (Mumbai)

Appendix XIII

Diagnostic Test to Identify Diorders of Reading and Writing (Draft Form)

Std n' Time : 4 Hrs.

Max. Mark : 170

111. (ma09 n&osmlmlao~m ntoaq&& nmg3nm moa%lao~&. (Read without Erros)

V. im3wmplID8 a&os~mlmlao~m ~3&i)d&@ao" 1a19mm~~dm3w nopsso@ ntmp m l dlml~dt~l~a (Fill in the blanks with proper changes)

1. s m o a ................................................. 2s24 @d-so#s~o (ru36m31)

2. m3m08 ....................................................... m s 1 ( r n ~ ~ r n o 8 ) ............................................................ 3. mnn (810514~ ( ~ 5 1 )

VI. esmemgpl 5 mh~dammild dmmlm~&. (Comment on Onam in 5 sentences)

VII. epcll3& esivlrnpa,

VIII.a&tb3gmmrl~ adb~s~mlmlaqmn meammua &2$jlaw3el,-.J+j mdrnncllmm~~m, m3m2 dbva ~Sm3mJdb. (Make suitable meaningful words by combining the letters)

IX. m3av o&3s~mlml~~m cll3mldrnlm~o mdrmocllm3w m3m~&& gm3ml ng)s~nmv~mjda. (Make two meaningful words by spiliting the given word)

XI. moo9 o&os~rmmlml~~m, rrl f la~p?lm6 mlmi mdrmommowm nccnmaemnnsp6 m 3 m l r n ~ w l d o.-nos~mrm nlnmcr%m" cda~onlsl cddmp,. (Match the following)

XIII. mara~mrmlm3 ~ d e w o m l ~ ~ a , mmoulglommccru3os - e 3 d m ~ g 3 d -

X l Y mogrmmld odogjl ernom& nno~mlgom mml&&mb 'X' cmom mswogo (Find out the pair of words which are not rhythmic)

XY sqgd em1 do0 pqmlmpn~ nn~sdmi tmmlom ~moaiim~l~oa,3s~rmmlmIm~m, cma&wmo ewlolNoao1 6~3dW1O3V)o dowornlo n ~ w p 3 m 1 ~ &131&ca35 mmua~oasp,. (Make words by eliminating the letter in brackets)

XVI. a,2$ a send a,ma,3G11 s d ~ g s j r n l emj 6rn- nng~03m2.a, (3x1 = 3)

XVII.moglmrmld m o d m ~ . &~3rnlm8 m o g m l d p a n m o m nlnmld cmom 'm30' o l N m d m p .

@tndout the pair of words which are not rhythmic) dnnp Mmjm & m a mn~ca I 6 d S d d 5 d d S d b l m

XIX. mmw ndaoqml~~m ~ 3 & p 3 ~ 4 ma(Pfl,#&ictb. (Read the words clearly)

m&a W ~ N & ~ I W J D ~

z!md ~ m m m o&omm ,ga3dhI oo&~moa m$md

XX. mocnn'efa~da (Read the Passage)

a3dmw~m~&omlmImlg. ml odolw &is1 rqmlmlm~armod s l d d dmsj o&sl & y p n l d

mi& s ~ d a c i l d & m j o & M o&o~ l msmlm~mflog? m ~ o q m j o mmnwioswjo &jos a ~ x ~ ~ l o a d ~ m d m j o om2mlmio rumjcm3cd g o 4 cnsnioo odhdmp1o011 ml odaoml* o n d m j r n o d m i m d m l 5 d ~ ~ ~ o a m l w c o d ml &~sp,3omooso~0 nl3slw do$oa ~ ~ j m m l na)ommjrjl

yo&. m o g ? ng)cnnoaxlm~mj m do$

XXI. ruodyd om3ml m3oq 0&3s~rormlmlm~(rn ~ d 3 o j m d & 2rormmmd ny)qinn~oh (Answer the questions after reading the paragraph)

dorm da olmnurujo mmM @mi m,ru~amly~. eoslm~slwrud a&yi msomml ~rmd.

odolw o r o ~ d mvmja amj mmuj, m r y j mgx?3rm~&lsm d jg j&dac i l sdd emmm~. ~s wogojm@ oupwldj cmoml. d j g p d m l s ' d & ml~soo~rm m m j ~6gpd . mru@ die~lwj6)s nuocmlnojo m n m l ~ m m & ~wosl&ooG mao la l@d. g@mpl ~momruod&somio ggIejmodh3@ mmrooodg. ma@ q o o cmmo mods1 mlawl@yd .........

1 pufw?@cuw(9~uw glscmcucsw@ cob n,pwca,?cmwcmuo '1

Appendix XIV

Diagnostic Test to Identify the Disorders of Reading and Writing (Malayalam Vt:rsion) - Final Form

Std. IV Time : 3 % Hrs Max. Mark : 150

I B . m , m , y , m , m , m , m J , m J

dpdho, cocm3smm121, mcsom3nw0, m , m l , momml, monad, od~om, d lmd, uowmo, 6 ~ & ~ 3 & . mlnwao, onnrmd, m3ca&, auaam3mcd, nn$njml, od3my0, m3mldh, hng3m1, a,wma~, mlmaua, i n ~ 3 d , mpm, mmdml, onnm~rj

111. moo9 o&ta3smrmlml&pn mta3mp6 omporn ruowl&j&. (Read without Erros)

IV. 161113d&~Id 6)&35Jmmllml&~m) N3.86)~&6& mN(md1113W 1113868136 OJmiml "Jpl~l&~& (Fill in the blanks with proper changes)

V. somnrmmg~l 5 ~ o d & m n n l d mlm6~&&ata, (Comment on Onam in 5 sentences:~

(2 K ) VI. ~ d a ~ ~ ~ ? ~ oda~~~OJlF)?m?&~m, (8lBMi06Ui3U8 & l $ I 6 ~ 9 ~ l g l j l $ mdlUMcllCTlm3~ N3&1

&ua p m 3 m p . (Make suitable meaningful words by combining the letters)

(4x1 =4) VII. cmonw o&3s~rmmlmlmpn ~ ~ & l d m l r m ~ o mdmrocumnn3az ~ 3 & ~ & d psmo&l

"Qs~"mw~cm~&. (Make two meaningful words by spiliting the given word)

m d , m S I

VIII. m3aw a & 3 s ~ m l m l m m nlomg&ad mlmi nnadrmon1m3wcll ammnclmms~mmi m~rmm7 r n ~ m l d n&ospn nlom&m- esialra~odsl odd&l&. (Match the following)

...................... (5x1 =5)

IX. m 3 g m l d adpro# cm3ml. 1 i n 3 g m l ~ o m r u m l & d m ~ 'X' emam nnas(~13g0 =SJ&

(Find out the pair of words which are not rhythmic)

X. s l yd em1 nlno ~ g m ? & p 1 mlsdmi cnacmlnm ~ s r u ~ ~ ~ ~ l m 8 0 & ~ s ~ m ? m 1 d t 6 ) ~ m 7 m&%Imo

89 l~3c861 l m13c8611e30)o dow3rnp nglwdm3mp &d$l&ag3S a~ ,mva~agsp . (Make words by eliminating the letter in brackets)

XI. c m 3 ~ m I m 8 ~ 3 d m l . &~ynmlm8 m3gmmil6 g s m m 3 m d o m l 6 cmam 'n120' mmw&l&. (Findout the pair of words which are not rhythmic)

& m u mod" 1145 d&Im d j m m e d m m dm &m mmlm m m m

XII. m309 0A3sJm1~2- N3&l&& N3nJlmJl&J&.

(Read the words clearly)

?uru Lwuasesm Pwra prucml$lw@ce '?F~wpruw a,B ~am ofwrunuruw raw uwp

Appendix XV

Diagnostic Test to Identify Disorders of Reading and Writing Scoring Key

Std. IV Time . 3 % Hrs Max. Mark : 150

111 dJ@O m 3 6 n - h ~ 0 Ld&3UDO

& 3 r n m 0 dp1&0 dmw @m)306mo m a m ~ n o ~ a ' d e l

Q,zI~~~I OCmOPJCCnJ rllkl300

~ & S I S O mcnrno m m o

UilW? NJNTO~WO ~ ~ 3 m o

VII. nnmma , n n a ~ r n 3 ~ ~ d s , 6 3 3 ~ ~

m a 0 , m@@WO d m I ~ n 3 d o , &mo

mmo, 03mo

VIII. e 3 9

QdS

rn~&l;lma

m2 m

IX. m$m - mjm@la X

d S - da X

d3n - nnmj x

X m a d3m

Q'B m3m0 &3&

d i O Q m

rum0 d3a dhs Lam0

Appendix XVI

SM. IV

Diagnostic Test to Identify Mathematical Disabilities Draft Form

Time: 3.00 Hrs Max. Mark : 160

6. m 3 m n n e l r q ) W p 3 J &

1) 9283 = .................... m,dmo .................... mid ..................... dd ................... em5 2) 3571 = .................... - d m 0 ................... mi* ..................... m" ................... ~6

(2x1 =2) 7. p m l d aooo mio, 7600 m p asaiiaaa@e! mbrna.a& qnmgd30 1 ( J ) a d g i r a

8300, 5132, 6045, 9008, 7603 (5x1 = 5 )

dlmg'mw .................. 8. 6 % ~ s& = &llG$d (1x1 = 1 )

i s . m3m36?

6 mjcj 5 W d m o 8 dm" 4 ~ m j = ................... 4 mi6 6 ~ d m a 4 dm6 8 em? = ...................

is. m3n9 nbaos~mlmles,~m o u ~ w r n m d wgc6 w~ml~lei3m" rm3w3asm ba~bmlm~onmi. (mlpd. aoumjlml~d, dlawomlgd)

1. cd3&mq @ o m 0 = .............................. 2. omermnoq ml20 - ................................... 3. om(maojos ml20 - .................... .. ......... 4. N.l$r$ Mmi rd&~@oerdm~m ml2o = ...........................

....................... 5. milqruglomnma anc6 4 0 c l l o m m J ~ m:so -

w OZP sw V~WP

(!J=IXP) &ww@ oc Sw~m sr ~wm rr (t.

$~cotm oc l(usm LL (E SLUL~ oz ~wm z (z ~um 9 (r W~~C~~WC~S tam $82

.............. = 912 + 915 ............. = ZL/S + 2119

................ - - 514 + 518 'SZ

OEZ 'Zll '88 '98 'ZL '09 '8P 'Bt 'EE 'ZE 'PZ 'LL 'EL '~1 '6

(XZ) .wtwtm(B. plsw ~WW '~P)(P~W~IUC(~(PLP)U~ LIIDCB&@~~P cWCWU Z ~~)~~W!ORDU) UU~(SBLP)L(DL~)?SCW 0.8 'EZ

EZ 'PZ '£2 'ZZ '1~ '0Z '61 '81 'LL '91 'SL 'PL 'EL '21 'll '01 '6' 8 'L '9 '9

36. mlm~mmomdjmrnj nnmi a o m m j s o n i m m m x m d a p m ~ mmwo 5 msmlao~o3sni. mo&a 4.15 (Ij djoogs dmmjo30 ng)&dlnloil ng)omoejsd ne)mpn mmwo n8)mif (1x3 *3)

3s. me1~nk15 ma04 dhmjmml cmo~mnl& mlmi uam3uaml 16 &'ie;l~e3~u~30 & m j m s ~ ~ l a u 3 ~ mmj fllmmo &13jrmmi. mmj &Icerr~ &u~jmmIm" 86ja 4 m~dw3osm~hI& m r 6 em1 BIN m o m mm~m3m0 q ~ m ? tam~4do(mm nlmjm3mo qinn? (1x3 =3)

Appendix XVII

Std. IV

Diagnostic Test to Identify Mathematical Disabilities (Malayalam Version) - Final Form

Time: 3.00 Hrs Max. Mark : 150

11. m3mlaom rn3EaM 0l&36&" 15 m/dwJt)s roo S ~ ~ Q J O , 30 mp~w~os 26 G ~ Q ~ O , 50 O ~ d O p 5

37 51m~jo Mud. snnmsdms pycyomwJ:s cymja3mo ng)~mowmi dowDarrn3? (1x3 =3)

16. moos o&as~mlmlm~m cru~wmsentA 436 w ~ m l g l a ~ n r i m ~ o o m m daomlm~mmi. (rn79d. orru~lmlgd, &laaarnlgd)

................................. I. @d3dxnor$j pwmo =

.................................. 2. Q ~ ~ R D J I ~ ~ rnlgjo = .. .................................... 3. @mmqos m1a0 =

4. N?z?R@ nf ld n\l;&@~ad&~m mlso - .......................... 5. mlm~ru~;l3d& mid hnoruammjs nl20 = .......................

18. &mqjlrri mlml 60 W W ~ o d h 3 m ~ N ~ J . 10 d h ~ ~ , p 3 m I e , c d ma6 w p ~ r n 3 d W I ~ I ~ J O A ~

S J ~ J . n ~ ) m 3 & 633003 dhj~~dh3mlm~o .rg)ianN7mo ~ l ~ l w l m l m ~ o 1 ( 1 ? 3 =3)

is. @.r, a&os~mnlmlaop mrmo~lraglma 2 Q&O& dldqrn3mJl nnnla3cu~m~cmcai. &mi Rnsl.g rqJwlcmp. (2%) 9, 12, 15, 17, 24, 32, 33, 45, 48, 60, 72, 85, 38, 112, 230

..............................................................................................

24. 66ml 1) 6 mml 2 ) 2 mml 2 0 elm15 3) 11 mml 30 m1m15 4) 11 m m f l 15 mlm15 30 ooumoj" 14X 1 =4)

31. 6 ~ 3 ~ ? l ~ d O j mmoOj) &cn,~mdI om3svroild mlmi mm~mml 16 &lam3~cn30 ~m~mmlw36nj mmj &rum0 &ls;l5jma5. mmj &loen dbcn,jmml& 86ja 4 m/daoom&l& mad mmj BIN m o m rumjmomo og)tm? ~ m 3 $ d 0 ~ ~mjm3mo ng)lm? (1x3 =3)

32. 80 om911majmoa36nj ou3efl e o Q o 1 a d a ~ 6 . rruoefl me4 lo & ~ ~ j m m l & d & ma O ~ J

m o d ni ' lml~ odhos~mj. ng)rel& e3c:m3 & l ~ j & o m l m j o &Isla omgjl&ajos a i m ?

(1x3 =3)

Std. IV

Appendix XVZZZ

Diagnostic Test to Identify Mathematical Disabilities Scoring Key

3. m a d m3mm OU0Ql~dbU8

1. 2357

2. 3759

3. 7293

4 5972

5. 9273 etc 4. t 9 m d m o , 2 mj6, 8 drmm', 3 em-

2. 3 m d m o , 5 m~6, 7 dm", 1 emi

Time: 3.00Hrs Max. Mark : 150

15. 1. 10 2. 10 3. 9 4. lo

16. I. omnjlrnlgd 2. mlgd 3. mlgd 4. &Ice13mlgd 5 &IGeI3mlgd

27. 3,6,9,12,15,18,21 etc

28. 1380 m i d

29. camloe~ 9 msml 1s rnlmli

Std: IV

Appendix XIX SCHOOL OF PEDAGOGICAL SCIENCES

MAHATMA GANDHI UNtVERSITY

DIAGNOSTIC TEST TO IDENTIFY THE

DISABILITY IN MATHEMATICS (English version)

Time: 3 hours

Marks: 150

1. Fill up the blanks

...... .......... 1. 200, 240, 280, . . . . . . . . . . . . . . . . . . . , ...,

2. 665, 660, 655, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. 111,121,131 , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. 199, 200, 201,

2 Arrange the numbers in upward progression

1. 481, 531, 986, 240, 623, - 2. 320,410,118,120,200 - 3 3300,2800, 1000,3200,6000 - 4 2900,7700.420,8100, 10,000 I

( 4 ~ 2 % = 10)

3. Make five 4 digit number from the numbers given.

3, 9, 2, 5, 7

4. Write down the proper position

1. 9283 = . . . . . . . . . . . thousand . . . . . . . . . . . hundred . . . . . . . . . . . ten . . . . . . . . . . . one

2. 3571 = ........... thousand ........... hundred . . . . . . . . . . . ten . . . . . . . . . . . one

5. Select the number between 9000-7600 and put the '4 mark

8300, 5132,9008,7603,6045

6. Fill up the blanks

. . . . . . . . . . . . . 1. 1000 + = 3000

. . . . . . . . . . . . . 2. 5000 + = 10,000

. . . . . . . . . . . . . 3. 2000 + = 10,000

............. 4. 6000 + = 10,000

............. 5. 4000+ = 10,100

............. 6. 3400 + = 10,000

7. 110+350+314= ...........

7. Find out the next 4 numbers in the order of preference.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . I . 4325, 4400, 4475, 4550, . . . . . . . . . , , ,

. . . . . . . . . . 2. 1100, 1200, 1300, 1400, . . . . . . . . . , . . . . . . . . . , . . . . . . . . . ,

(2 x 2 = 4)

8. Find out the solutions to the following problems

There are 16 seats for Ladies and 20 seats for gents. 20 people can stand at the

centre of the bus. What is the travelling capacity of the bus?

(1 x 3 = 3)

9. Fill up the blanks by multiplication

(4 x 1 = 4)

I I. A magic show sold out 100 tickets of Rs. 15, 26 tickets of Rs. 30 and 37 tickets

of Rs. 50. What is the total income for that morning show?

(1 x 3 = 3)

12. Find out the 4 digit number

1. 6 hundred 5 thousand 9 ten 4 one = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. 4 hundred 6 thousand 4 ten 8 one = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13 Rewrite the numbers in upward succession

3295, 3925, 3529, 3259, 2539

14. Rewrite the downward succession.

3000, 3422, 6202, 5182, 2500

15. Fill in the blanks by division.

1. 50+5 = . . . . . . . . . . . . . 2. 9 0 + 9 = .. . . . . . . . . . . . .

3. 4 5 + 5 = .. . . . . . . . . . . . 4. 3 0 + 3 = . . . . . . . . . . . . . .

16. Fill up the blank by the selection of proper units.

(meter, centimetre, kilometer)

... . . . . . . . . . . . . . . . . . . . . . 1. length of a chalk

. . . . . . . . . . . . . . . . . . . . . . . . 2. length of a bench

3. length of a table .... . . . . . . . . . . . . . . . . . . .

........................ 4. distance from house to school

........................ 5. Distance from Tiruvalla to Piravam

(% x 5 = 2%)

17. Select the numbers which car1 be completely divided by five from the given

number.

5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25.

(% x 5 = 2%)

18. Mini brought 60 Ledus and divided equally among 10 friends at her birthday. So

each friend got how many Ledus?

(1 x 3 = 3 )

19. Select any five numbers which can completely be divided by two from the given

numbers.

9, 12, 15, 17,24,32,33,45,48,60,72,85,88,112,230

20. Shade 518 part of this circle.

21. Fill up the blanks by addition.

81 5 + 515 - - . . . . . . . . . . . . . . . . . . . . . . . . . . . .

61 12 + 5/12 - - . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

51 6 + 216 - - . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22. Which are bigger ones from the pairs? Put '$ mark.

1. (618, 318) 2. (7116, 12/16) 3. (5124, 10124)

(1 x 3 = 3 )

23. In a sea shore there was 8 burrows for 640 crabs. Each burrow bears equal

number of crabs. How many crabs are there in each burrow? Each crab carries

8 legs. So find out the total number of legs for all crabs?

(1 x 3 = 3)

24. Draw the diagram of 3 clocks by indicating the times like

1. 6 hrs 2. 2 hrs 20 minutes

3. I I hrs 30 minutes 4 . I I hrs 15 minutes 30 seconds

(1 x 4 = 4)

25. Ravi went to shop and then to school. How much distance he travelled while

reaching home back from school in the evening?

House

26. Find out the length, breadth, circumference of the square.

30 cm

27. Write 4 numbers which can be completely divided by three

........., ........., ,......,., .....,.,.

(% X 4 = 2)

28. Rema went to textile shop for Onam purchase. She purchased two salwar for

Rs. 350, 2 shirts of Rs. 80, two dhotis of Rs. 150 and a sari worth Rs. 220. How

much money she spend for purchase?

(1 x 3 = 3)

29. The travelling time from Thiruvananthapuram to Ernakulam is five hours. When

will the Parashuram Express which started from Trivandrum at 4.15 reach

Ernakulam?

(1 x 3 = 3)

30. Onam vacation for Veena is for 10 days. The school closes for vacation in

September 6Ih Monday. What is the day of reopening which will be on

September 16"?

(1 x 3 = 3)

31. Balu gets 16 kg cashew nut daily from his estate. Each 1 kg, will fetch Rs. 4

each. What is the total income for a day? and for a week?

(1 x 3 = 3 )

32. Sali reaches class with 80 Amla. She divides them equally among 10 friends. So each friend will get how many number of AMlas?

(1 x 3 = 3)

33. Add the number.

1. 2/35 + 6135 + 9/35 - - . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. 315 + 715 + 32 15 - - .. . . . . . . . . . . . . . . . . . . . . . . . . .

34. Ravi got 25 paisa coin, 50 paisa coin and 1 rupee coin one each. He bought a pencil for 75 paisa. What is the balance in his hand?

(1 x 3 = 3 )

35. Raghavan got 12 rupees per day for his labour. He got 60 Rs. as the labour charge. This amount is the labour charge for how many days?

(1 x 3 = 3 )

36. How many sides and edges are ,.here for a square cube? (1 x 3 = 3 )

37. Divide the numbers

............. ............. ............. 1. 512096 = 2. 216790 =: 3. 41421 2 =

(3 x 1 = 3) 38. Subtract the numbers

............. ............. 1. 813-4/3= ............. 2. 19/3-1613 = 3.2114-18/4=

(3 x I = 3) 39. Fill up the blanks

40. Complete multiplication table

1. 1 x 1 0 = ....................

2. 2 x 20 = ....................

3. 3 x 3 0 = .... . . . . . . . . . . . . . . . .

4. 4 x 40 = ....................

5. 5 x 50 = ....................

Appendix XX

RAVEN'S COLOURED PROGRESSIVE MATRICES (Sets A, Ab, & B)

Answer Sheet

Name: ....................................... Date: ..................... Age: .......................................... Test begun: ............

................................... School: Test ended: ............


Recommended