rating scale to identity adhd behaviours in...

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Appendix - I

RATING SCALE TO IDENTITY ADHD BEHAVIOURS IN PRIMARY SCHOOL CHILDREN

Part - I : Personal information

1. Name of the Child :

2. Gender : Boy / Girl

3. Age : 9 years / 10 years

4. Community : OC / BC / MBC / SC & ST

5. Birth Order : First / Second / Others (specify)

6. Nature of family : Joint / Nuclear

7. Parental Occupation : Private / Govt / Self Employee

Part-II : Instructions

Given below are certain statements related to the ADHD behaviours. in

Children. Against each behavior, three rating are given namely ‘Always’,

‘Frequently’, ‘Sometimes’. Please go through each ADHD behaviour statement and

rate the occurrence of such behaviour in the Children as observed by you and a tick

(√) mark on the particular gradation.

S.No. (1) (2)

Always(3)

Frequently (4)

Sometimes(5)

I. In attention

1. Fails to sit still for longtime

2. Never prolong in a task for longtime

3. Does not pay attention to what others say

4 Does not pay attention to what others say

5 Has difficulty in sustaining attention(paying attention to period of time)

6 Easily distracted by extraneous stimuli

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(1) (2) (3) (4) (5)

7 Is forgetful in daily activities

8 Avoids and dislikes tasks required sustained mental effort

9 Loses things necessary for tasks or activities (pen, pencil, notebooks etc)

10 Makes careless mistake in school work or other activities

II Hyperactivity

11 Fidgets with hands or feet squirm

12 Leaves scat in classroom, while others seated inside

13 Runs about or feeling of restlessness

14 Has difficulty in playing without making noise

15. Is often "on the go "or act if driven by motor.

16. Talks more without meaning

17 Have difficulty in regulating their action according to the wishes.

18 Have minor mishaps such as spilling drinks, knocking over the object, as more serious bodily harm

19 Shows excessive movements, haphazard & lacking in goals

III Impulsivity

20 Blurts out answer before questions are completed

21 Has difficulty in awaiting turn

22 Jump in and by to solve the problems before understanding.

23 Interrupt others or blurt out socially

24 Unable to hold back or control behaviour

25 Difficulty with interpersonal relationships.

26 Pattern of breaking rules

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Appendix - II RATING SCALE TO IDENTITY THE PARENTAL PRACTICES OF

CHILDREN WITH ADHD BEHAVIOURS

Name of the Child :

Name of the Parent :

Instructions

Here we have given certain statements related to your parental practices

towards your child. Against each statement, two ratings are given namely ‘Yes’ /

‘No’. Please go through each statement and rate the occurrence of the behaviour in

you by putting a tick (√) mark on the particular gradation. Your objective responses

will help us to develop remedial programmes to overcome ADHD in children.

S.No. (1) (2)

Yes (3)

No (4)

1. You have own levels of tolerance when your children's behave excessive

2. Easy going to accept childs wider range of behaviour

3. There are other children in the family who are aggressive or of bullying type

4. If you're a temporarily going away from home, you make alternate arrangement for taking care of your child.

5. You do not have acknowledged of how your child spends his time with his friends or classmates.

6. You reward the good behaviour of the child

7. You do not consider your childs misbehaviour as intentional one

8. You respond to your child needs and sensitiveness

9. You have warm and friendly attachment with your child

10. You have the tendency to hit your child in front of others

11. Will you give a chance to your child to share ideas or communicate freely

12. You yield easily to your child yells or screams

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(1) (2) (3) (4)

13. You will scold your child in front of others

14. If your child is in upset mood, you will spend time with him\ her to find out what trouble him / her

15. You pay more attention to childs appropriate behaviour or not

16. You will use newly acquired management skill to your child

17. You do not attribute your childs behaviours to go beyond parents control

18. In front of child, you or your spouse abuse each other orally

19. Your spouse is aggressive by nature

20. You have physical fight with your spouse in front of the child

21. When your spouse punish your childs misbehaviour will you support for your child

22. You or your spouse use to show lowered sense of parenting competence

23. You or your spouse away from the family due to increased family conflict

24. You have any pregnancy/birth complication during delivery

25. You have undergone any medication before pregnancy

26. You have undergone any medication during pregnancy

27. Whether You have undergone any medication after delivery

28. Whether you or your spouse has the habit of taking alcohol

29. You or your spouse has the habit of smoking

30. You or your spouse experienced any sedative drugs before giving birth to the child

31. Had your child undergone any medication during early stage of newborn

32. Whether your child has injuries (head injuries) during birth or early years.

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vii

Appendix - III

CHECK LIST TO IDENTIFY PEER GROUP ASSOCIATION OF ADHD CHILDREN

Name of the Child:

Standard : IVth / Vth Std.

Instructions:

Here are certain statements related to you. I will read out each statement.

Please hear and understand each statement clearly. Against each statement, two

options namely ‘Yes’ or ‘No’ are gjven If you are exhibiting a particular behaviour,

please put tick (√) mark on ‘Yes’ or ‘No’. At the end, space is provided for listing

out the specific behaviours exhibited by you.

S.No. (1)

Name of the Statement (2)

Yes (3)

No (4)

1. Consider my friends more important than parents

2. like to spend more time with friends

3. Think that you can resolve your problem in friends

company

4. School is not important to you and your friends

5. Poor in academics

6. Your teacher consider you and your friends

inconsiderate

7. Tease or fight with others in the company of your

friends

8. Feel proud to be a member of your group

9. Think that as member of your peer group, you are not

bullied by others

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If you have any behaviours other than those mentioned above, please specify

the same clearly in the space provided below.

(1) (2) (3) (4)

10. Invoke in smoking or drinking for the sake of friends

11. Work and play alone

12. Often picked and teased by others

13. Not liked by others

14. Lack self confidence in social situations

15. Concerned about your own self but not others views or

feelings

16. Withdraw from social gathering due to anxiety

17. Argue and fight with other children

18. Think you are not competent to make friends with any

one

19. Not cheerful and optimistic about friends

20. Do not wish to support friends emotionally

21. Often jump into conclusion without its consequence

22. Speaks without any relevance to the context

23. More interested in attracting others attention without

any rational behaviour

24. Poor in social interactions

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Appendix - IV

DIAGNOSTIC TESTS TO IDENTIFY THE READING DIFFICULTIES OF ADHD CHILDREN IN ENGLISH

Part – A : Personal information Total Marks – 50



3. Community : BC / MBC

4. Parental Education Background : Illiterate / Upto XII / Graduation

5. Exposure to different educational materials : Children exposed to materials with audio effect

/ visual effect / audio visual effect / kinaesthetic

and tactile effect

Part – B : Reading Difficulties Diagnostic Test (RDDT)

I. Letter Identification (Visual Auditory Percetion) (5) Recognizing Initial Letters, Diagraphs and Sounds.

1. Underline the word which start with the letter “Si” bark, Sing, baby, Sink, Sit

2. Underline the word which end with the diagraph “sh” dig, brush, bush, nip, blush

3. Underline the words which start with the sound “K” Kite, cat, kettle, bun, kerchief

4. Underline the words which start with the letter “t” Tunnel, bucket, tub, train, tin

5. Underline the words which starts with the letter ä” Apple, atlas, ball, ant, bomb

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II. Word Attack (Auditory Visual Association) (5) Circle the oddman out

1. orange, apple, tea, banana, grapes

2. pen, pencil, paper, cat, erasen

3. cake,bread, bun, biscuit, bed

4. tiger, lion, peacock, monkey, elephant

5. frock, pant, shirt, bloure, jack fruit

III. Analogues (Auditory Sequential Memory) (5) Double pair is given. The relationship of the pair is shown find out the other.

1. Class room is to study and play ground is to --------------

2. A watch is to hand and a hat is to ------------------

3. A ---------------- is to a road and a boat into the water.

4. A picture is to the eyes and the radio is to the ------------

5. A bid is to sleep and the sofa is to ----------

IV. Sound Identification (Auditory Discrimination) (5)

The teacher will read the pair of words twice. Listen and write whether they

are ‘same’ or ‘different’. Write ‘S’ for same and ‘D’ for differed. While the teacher

reads, the students hear and write whether it sounds. “Same” or “Different”. The

pair of words will not be shown to the students.

1. See – Sea

2. Butter – Shutter

3. Fair – Fare

4. Colour – Collar

5. Chque – Check

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V. Oral Reading (5)

Different reading passages are given to the children from 5th standard

English text book.

VI. Word Recognition (Visual Motor Difficulties) (5)

Underline the word which is same as the first word in the line

1. Clean / lean, glean, glaen, clean

2. terrible / torrible, terrible, torible, terrible

3. Soap / soup, saop, saup, soap

4. hear / hare, hear, haer, hure

5. Bomb / boob, bomb, bumb, bamb

VII. Complete the Rhyming Words in Picture (Visual Verbal Association)

(5)

1. C – t 2. B - - 3. S – n

4. – c – 5. - - t

VIII. Comprehension (Perceptual Sensory Information) (10)

Word analysis and Synthesis.

Saiki Ahmed lives in Panur, a village in Kerala. His father Kaifi is a farmer

who works on his form daily. His mother Gulabi stitches clothes for the

villagers. Both Kafi and Gulabi work hard and save some money. They

want their son saiki to be a doctor.

Saiki goes to the primary school in Panur. He is a very obedient boy. He

goes to school everyday. On his way back from school, he visits his father

on the farm daily. He comes home and helps his mother too. Every evening

the studies on his own. One day Krishna Manen a visitor from Trichur came

to his school.

xii

Questions

1. Where did Saiki Ahmed lives?

2. What does saiki father doing?

3. What does saiki’s mother do to earn money?

4. What does Saiki do in the evenings?

5. Who came to visit Saikis school?

IX. Auditory Segmentation (5) Read and Underline the following sounds in the statements given (any five words)

Che, en, ba, ow

1. I could be a teacher.

2. Gopal’s father is an engineer.

3. Surat’s father works in a bank.

4. The flower shook their prettey heads.

X. Cloze Test (Perceptual Sensory Information) (5)

verbal analysis

Butterflies are more ----------than months. The colours on the --------are also

----- than the month’s. Butterflies usually ---------- during day and rest at ----

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Appendix – IV(A)

SCORING KEY FOR THE READING DIFFICULTIES DIAGNOSTIC TEST

I. Letter Identification Total Marks‐50

1. Sing, Sink, Sit (5)

2. brush, bush, blush

3. kite, cat, kettle, kerchief

4. tunnel, tub, train, tin

5. apple, atlas, ant

II. Word Attach (5)

1. tea

2. cat

3. bed

4. peacock

5. jackfruit

III. Analogues (5)

1. Play

2. Head

3. Bus

4. Hear

5. Sit

IV. Sound Identification (5)

1. same

2. different

3. same

4. same

5. same

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V. Word Recognition (5)

1. Clean / lean, glean, glaen, clean

2. terrible / torrible, terrible, torible, terrible

3. Soap / soup, saop, saup, soap

4. hear / hare, hear, haer, hure

5. Bomb / boob, bomb, bumb, bamb

VI. Complete the Rhyming Words in Picture (5)

1. cat

2. boy

3. sun

4. ice

5. bat

VII. Comprehension (5)

1. Saiki Ahmed lives in Panur.

2. Saiki father is a farmer.

3. She use to stitches clothes.

4. Saiki studies in the evenings.

5. Krishna menon visit Saiki’s school.

VIII. Auditory Segmentation (5)

1. teacher

2. engineer

3. bank

4. flower

xv

IX. Cloze Test (5)

1. colourful

2. butterfly

3. brighter

4. fly

5. night

(Any appropriate word in the context can be awarded)

xvi

Appendix - V

DIAGNOSTIC TEST TO IDENTIFY THE WRITING DIFFICULTIES IN CHILDREN WITH ADHD IN ENGLISH

Part A : Personal Information



3. Community : BC / MBC

4. Parental Education Background : Illiterate / Upto XII / Graduation

5. Exposure to different educational materials : Children exposed to materials with audio

effect / visual effect / audio visual effect / kinaesthetic and tactile effect

Part B : Writing Disabilities Diagnostic Test (WDDT) Total Marks - 50

I. Letter Formation (5)

Write the small alphabets "a to t"

Write down the Capital Alphabets A to T (5)

II. Letter Slope (5)

Copy down the sentences with the correct slant

1. Once there lived a hare in a forest

2. He had two friends, a crane and the deer

3. They always lived together and played together

4. They were happy

5. A Lion saw them going together

xvii

III. Letter Size

a) Copy down the capital letters (5)

A B C D

E F G H

I J K L

M N O P

Q R S T b) Copy down the letters given (5)

a c l l

m n q r

s u v w

b d b h

f g i k

IV. Letter Space (5)

Copy down the passage in joining stroke with proper letter space

V. Word Space

Copy down the sentences in correct form (5)

VI. Letter Word Alignment (5)

Copy down the sentences correctly

VII. Letter Joins (5)

a) Indentify Whether the letter joining is right or wrong

b) Copy down the passage in joining strokes

It was Monday morning. Jack was sick. He could not go to school.

Doctor Verma came to see him. The doctor checked the pulse. He

also took his temperature. Jack’s mother showed the red spots behind

his ears and his chest. Is it measles doctor? She asked.

xviii

Appendix – V(A)

SCORING KEY FOR THE WRITING DIFFICULTIES IN CHILDREN WITH ADHD IN ENGLISH

I. Letter Formation Total Marks‐50

a) (5)

b)

II. Letter Slope (5)

III. Letter Size (5)

a) Copy down the capital letters

A B C D E F G H I J K L

M N O P Q R S T

b) Copy down the letters given

a c l l m n q r s u v w b d b h F g i k

xix

IV. Letter Space (5)

V. Word Space (5)

VI. Letter word Alignment (5)

VII. Letter Joins (5) a) 1. Wrong 2. Wrong 3. Wrong 4. Wrong 5. Right

b)

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Appendix - VI

DIAGNOSTIC TEST TO IDENTIFY THE SPELLING DIFFICULTIES IN CHILDREN WITH ADHD IN ENGLISH.

Part A: Personal Information

1. Name of the child :


3. Community : B.C / M.B.C

4. Parental Education

background : Illiterate / Upto XII / Graduation

5. Exposure to different educational

Materials : Children exposed to materials with audio effect / Visual effect / audio visual effect / kinaesthetic and tectile effect

Part B: Spelling Disabilities Diagnostic test (SDDT) Total marks 50

I) Circle the correct spelling (Visual Verbal Association)

1. gang, gnay, grag

2. collourful, colourful, colourfull

3. carried , carried carried

Unscramble the words below and spell them correct in the blanks

1. YLAP -

2. LHICD -

II. Word Recognition (Visual Discrimination) (5)

Find the word on the right which is the same as that on the left

1. toss / tass , toes, stos, toss

2. butterfly/ butterfly, beauterfly, bulterfly

3. compassion/ compasion, compassion, com

4. stopped / stoped, stopped , stepped

5. watechful, / wachful, watchful watchfull

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III. Plurals and Syllabification (Visual Memory Motor Co-ordination) (5)

a. Write down the plurals of the given singular words.

1. child

2. wife

3. knife

4. fox

5. baby

b. Divide the words and write them by SYLLABLES (5)

1. strength

2. order

3. understand

4. beautiful

5. morning

IV. Track the following words (Visual Sequence)

Frog, proud, bread, crown , sample

A S N W 0 R C

O L K F G W R

R M B R I E S

R P R O U D A

E S E G T R M

T K A C R T P

Y W D V E G L

U Y E N H R E

J F T Y E Y N

V R Y R J I R

xxii

V. Prefix and Suffix to the Roots (Perceptual Discrimination) (5)

a.) Add suffix and prefix er, est, ed, es, im to the roots

1. long

2. walk

3. possible

b.) Match each root with a prefix to make a real word

1. in un regular ir

2. im in moral is

VI. Spell and Match the words (Auditory Perception) (5)

a.) Match the opposites for the following

1. Cheap - hot

2. Shade - costly

3. chill - sunny

b.) Give rhyming words for the following

1. ditch 2. hate

VII. Find the word by using the clues given (Visual Perception) (5)

The word starts with Clue Word

1. ch worship _________________

2. wh colour _________________

3. ph a snap _________________

4. sh gent's wear _________________

5. th parts of the body _________________

xxiii

VIII. Dictation (Auditory Visual Memory) (5)

Write down the given words (The researcher / teacher dictates the words)

a.) Final 'e' silent

1. ______________________

2. ______________________

b.) 'ught' sounding as 't'

3. ______________________

4. ______________________

c.) Ending with 'ss'

5. ______________________

6. ______________________

d.) 'kn' silent

7. ______________________

e.) Irregulars words

8. ______________________

f.) Doubling final consonants

9. (planning / planning ) is very good

10. (Be faithful / faithfull) to everyone

xxiv

Appendix – VI(A)

SCORING KEY FOR THE SPELLING DIFFICULTIES IN CHILDREN WITH ADHD IN ENGLISH

I) Circle the correct spelling (Visual Verbal Association) Total Marks‐50

(5)

1. gang

2. colourfull

3. carried

Unscramble the words below and spell them correct in the blanks

1. PLAY

2. CHILD

II. Word Recognition (5)

Find the word on the right which is the same as that on the left

1. toss / tass , toes, stos, toss

2. butterfly/ butterfly, beauterfly, bulterfly

3. compassion/ compasion, compassion, com

4. stopped / stoped, stopped , stepped

5. watechful, / wachful, watchful watchfull

III. Plurals and Syllabification (5)

a.) Write down the plurals of the given singulars words.

1. Children

2. Wives

3. Knives

4. Foxes

5. Babies

b.) Divide the words and write them by SYLLABLES (5)

1. /strength/ - one syllable

2. or/der - two syllable

xxv

3. un/der/stand - three syllable

4. beau/ti/ful - three syllable

5. mor/ning - two syllable

IV. Track the following words (5)

B A B C D E E G H B

R I J I R F R O G F

E K L P R O U D V H

A M N O P Q R S T U

D W I R R E L E V A

J P X Y Z A B L C D

I R R E L E V A N T

K O F G H I J K L M

L V O C R O W N C T V. Prefix and Suffix to the Roots (Perceptual Discrimination) (5)

a.) Add suffix and prefix er, est, ed, es, im to the roots

1. longer / longest

2. walked

3. impossible

b.) Match each root with a prefix to make a real word

1. irregular 2. immoral

VI. Spell and Match the words (5)

a.) Match the opposites for the following

1. cheap x costly

2. shade x sunny

3. chill x hot

b.) Any word which rhymes given words is given marks

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VII. Finding words by Clues (5)

1. Church

2. White

3. Photo

4. Shirt

5. Thumb

VIII. Dictation (5)

a.) Final 'e' silent - date, visible

b.) 'ught' sounding as 't' - caught, bought

c.) Ending with 'ss' - boss, toss

d.) 'kn' silent - know

e.) Irregulars words - said

f.) Doubling final consonants - planning, faithful

xxvii

Appendix - VII

READING ACHIEVEMENT TEST IN ENGLISH

Part – A : Personal Information







Materials : Children exposed to materials with audio

effect / Visual effect / audio visual effect /

kinaesthetic and tectile effect

Part – B : Reading Achievement Text in English

1. Letter Identification (Visual Auditory Perception) Total Marks‐50

a.) Recognising initial sound and final sounds (5)

1. Underline the words which start with the sound / f /

phone, fun, photo, ball, kerchief, film

2. Underline the words which start with the letter / b / bark, door, butter, dead, bun biscuit

3. Underline the words which start with the letter / s / sing, zing, sip, sap, sail

4. Underline the words which end with the diagraph ‘sh’

brush, dutch, rush, chip, push, wash

5. Underline the words which end with ‘ch’

church, rich,ditch, sho[, push, clutch

xxviii

II. Words Attack (Auditory Visual Association) (5)

1. Tennis, cricket, paint, foot‐ball

2. Yellow, bright, blue, green, black

3. Book, notebook, ice‐cream, pen

4. Ocean, river, bark, stream, brook

5. Teeth, finger, knuckles, anklet

III. Analogues (Auditory Sequential Memory) (5)

Double pair is given The relationship of the pair is shown. Find out the

other.

1. Sun light is hot and Moon light is _________

2. Book is to read and note book is to ________

3. Red is to stop and green is to_____

4. Library is to books and bank is to_______

5. Apple is to _________and water is to drink.

IV. Sound Identification (Auditory Discrimination) (5)

The teacher will read the pair of words twice. Listen and write whether

they are ‘same’ or different, write, ‘s’ for same and ‘D’ for different while

the teacher reads, the students hear and write whether it sounds ‘same’ or

‘different’. The pair of words will not be shown to the students.

i) check‐cheque

ii) shake‐shape

iii) shelf‐self

iv) stationary‐stationery

v) gulf‐bulb

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v. Oral Reading (5)

Variety of passages from v std English Book are given to the students.

VI. Word Recognition (Visual Motor Difficulties) (5)

Underline the words which is same as the first words in the line.

1. Daint/ taint, daint, daint, danit

2. talk,/ tlak, kalt, talk, lalk

3. butter/ bulter, beutter, batter, butter, buttar

4. faithful/ faithful, faithfull, faithful, faithfool

5. country/country, country, country, country

VII. Complete the rhyming words in picture (Visual Verbal Association)

(5)

1. __ ear 2. __ ear

3. __ onkey 4. __ onkey

5. t __ e __

VII. Comprehension (Words Analysis Synthesis) (5)

ROBINHOOD

Robin Hood went in Sherwood forest because he did not agree with

the king of England. The King was a greedy man and he took Robin’s house

and land and kept it for himself.

Robin did not live in the woods by himself. He had a band of men.

They were called the Merry men. They all had green outfits. They hid in the

trees so they could not be seen. Robin’s biggest enemy was the Sheriff of

Nottingham. But Robin was much too clever for the sheriff to catch.

1. Where did Robin go live?

2. What did the kind do to Robin?

3. What were Robin and his band of men called?

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4. Who was Robin’s biggest enemy?

5. Why was Robin difficult to see?

IX. Auditory Segmentation (5)

Read and underline the following sounds.

Ou, ow, au, aw, f

1. My jaw hurts when I munch.

2. I looked around as it was not my fault.

3. The photo is mine.

4. I don’t know.

X. Cloze Test (Perceptual Sensory information) (5)

Once there lived a hare in a forest. He had two ____a crane and a deer. They

always lived together and played together. There were very _____ One

morning an old women came to the ______she was in rags. She saw the

crane near a small stream. The old women went up to the ______and said,

“Excuse me, can you please help me?”

The crane took pityon ____ He said to her , “sure, What can I do for you?”

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Appendix – VII(A)

SCORING KEY FOR THE READING ACHIEVEMENT TEST

I. Letter Identification

1. phone, fun, photo, film

2. bark, bun, butter, biscuit

3. sing, sip, sap, sail

4. brush, rush, push, wash

5. church, rich, ditch, clutch

ll. Word Attack

1. paint

2. bright

3. ice-cream

4. bark

5. anklet

lll. Analogues

1. cold

2. write

3. Go

4. Money

5. Eat

lV. Sound Identification

1. Same

2. Different

3. Different

4. Same

5. Different

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V. Words Recognition

daint / taint, diant, daint, danit.

talk / tlak, kalt, talk, lalk.

butter / butter, beutter, batter, butter.

faithful, faithful, faithfull, faithful, faithfool

country / country, country, countri, country

VII. Complete the Rhyming Words in Picture

1. bear 2. pear

3. monkey 4. donkey

5. tree

VIII. Comprehension

1. Robinhood went to live in sherwod.

2. The king took Robin’s house and land for himself.

3. Robin and his band of men or called ‘Merry men’.

4. Robin’s biggest enemy was the sheriff of Nottingham.

5. Robin was difficult to see, because of his cleverness

IX. Auditory Segmentation

1. jaw

2. around

3. fault

4. photo

5. know

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X. Cloze Test

1) friends

2) happy

3) forest

4) crane

5) her

(Any appropriate answer is given marks)

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Appendix - VIII

WRITING ACHIEVEMENT TEXT IN ENGLISH










kinaesthetic and tectila effect

Part - B: Writing Achievement Test in English Total Marks-50

I. Letter Formation (5)

a) Write down the cursive form of small alphabets ‘a to t’

b) Write down the capital alphabets ‘A to T’

IIL Letter slope (5)

Copy down the passage with a correct slant.

There was rain for a number of year. Ponds and tanks dried but there was

enough water in the lake. All the animals came to the lake. They bathed in

the lake and drank water. After some time they went back.

xxxv

III. Letter Size (5)

a) Copy down the capital letters given.

A C E I

M N O N

S U V W

L B D H

F G J F

b) Copy down the small alphabets.

Iv. Letter Space (5)

Copy down the passage in joining strokes with proper space

“I can n e s cape quite a sily, a” said the deer, “for my feet can carry me

away very swift; ho wever the lio n is so sly that he always catches us with

his trick s”.I agree, clim ed the bull, ‘ he is a r ogue’. He pounces upon us to

cunningly. Otherwise I could easily piece my st rong horns and air. Ican es

cape qui te easily.

v. Word Space (5)

Copy down the sentences in joining stroke with correct space

xxxvi

vi. Letter Word Alignment (5)

Copy down the passage with proper letter word Alignment

vii. Letter Joins

a) Identify whether the letter joining is write / wrong (true / false) (5)

b) Copy down the passage in joining strokes (5)

Once there lived a hare in a forest. He had two friends, a crane and a

deer. They always lived together and played together. They were

happy. One day an old lady came to the forest.

xxxvii

Appendix – VIII(A)

SCORING KEY FOR THE WRITING ACHIEVEMENT TEST IN ENGLISH

I. Letter Formation

a)

b)

II Letter Slope

III. Letter Size

a) Copy down the capital letters given.

A C E I

M N O N

S U V W

L B D H

F G J F

xxxviii

b) Copy down the small alphabets.

IV. Letter Space

V. Word Space

VI. Letter Word Alignment

VII. Letter Joins

a.) 1. wrong

2. wrong

3. wrong

4. right

5. wrong

b.)

xxxix

Appendix - IX

SPELLING ACHIEVEMENT TEST IN ENGLISH










kinaesthetic and tectila effect

Part - B: Spelling Achievement Test in English Total Marks-50

I. a.) Circle the correct spelling (Visual verbal association) (5)

1) pleaz, please, plaese

2) pensil, pencil, penscil

3) little, little, little

b.) Unscramble the words below and spell them correctly

1. NOTAIR

2. ENTINS

xl

II Word Recognition (Visual Discrimination) (5)

Find the word on the right which is the same as that on the left.

1. train / train, tarain, raint, train, train

2. burnt / brunt, brnut, burnt, durnt

3. glass / glace, glas, galss, glass

4. beautiful / beautiful, beautyfull, beautiful, beautiful

5. daffodils / daffodils, daffodils, dofodils, doffodills

III.a.) Plurals and Syllabication (Visual Memory Motor Co-ordinations) (5)

1) tax 2) branch 3) egg 4) lady 5) woman

b.) Divide the words and write them by SYLLABLES (5) 1. elbow 2. famous 3. powerful 4. strength 5. disappointment

IV. Track the following (Visual Sequence) (5)

gentle, good, game, danger, page

Z D A N G E R L

L G O O D I J K

K E D A B C D E

N N P A G E F G

O T H L A J K L

P L R S M T A R

E E W X E Y Z A

xli

V.a.) Prefix and Suffix to the Roots (Perceptual Discrimination) (5)

Add suffix ‘er, est, dis, ed, less’ to these roots

1. like ______________

2. hard ______________

3. worry ______________

b.) March each root with a prefix to make a real world.

1. un

in happy

re

2. re

in appointment

dis

VI. Spell and Match the words (Auditory Perception) (5)

Match the syllables to make real words say each word aloud as you write it.

1. ac lain

2. under tive

3. en stand

4. vil gain

5. bar tire

VII. Finding words by clues (Visual Perception) (5)

The Word Starts with Clue Word

1. bl colour ________________

2. gr wide laugh ________________

3. cr a bird ________________

4. dr an insect ________________

5. sh a fish ________________

xlii

VIII. Dictation (Auditory Visual Memory)

a) final ‘e’ silent

1. ___________________

2. ___________________

b) Ught sounding as ‘t’

3. ___________________

4. ___________________

c) Ending with ‘ss’

5. ___________________

d) ‘kn’ silent

6. ___________________

7. ___________________

e) Irregular words

8. ___________________

9. ___________________

f) Doubling final consonants

10. ___________________ (swiming / swimming) is a very good

exercise.

xliii

Appendix – IX (A)

SCORING KEY FOR THE SPELLING ACHIEVEMENT TEST IN ENGLISH

I. Circle the correct spelling

1) please

2) pencil

3) little

Unscramble the words below and spell them correctly

4. RATION

5. TENNIS

II. Word Recognition (Visual Discrimination) (5)

Find the word on the right which is the same as that on the left.

1. train / train, tarain, raint, train, train

2. burnt / brunt, brnut, burnt, durnt

3. glass / glace, glas, galss, glass

4. beautiful / beautiful, beautyfull, beautiful, beautiful

5. daffodils / daffodils, daffodils, dofodils, doffodills

III.a.) Plurals and Syllabification

1. taxes 2. branches 3. eggs 4. ladies 5. woman

b.) Divide the words and write them by SYLLABLES (5) 1. el / bow - two syllables 2. fam / ous - two syllables 3. po / wer / ful - three syllables 4. / strength / - one syllable 5. dis / ap / point / ment - four syllables

xliv

IV. Track the following (Visual Sequence) (5)

gentle, good, game, danger, page

E R T Y U I S A I S F

J M J G A D A N G E R

Q P R T Y U I O A V H

D A E H G E N T L E L

A G D F O A H D S A C

X E X Q O V M J K F D

X C X B D S E E I Y E

S C V B N A N G E R M

X L J H G F D V D S A

C X V B N J F D E W Q

V. Prefix and Suffix to the Roots (Perceptual Discrimination)

a.) 1. dislike

2. hardest

3. worried

b.) March each root with a prefix to make a real world.

1. unhappy

2. disappointment

VI. Spell and Match the words (Auditory Perception)

1. active

2. understand

3. entire

4. villain

5. bargain

xlv

VII. Finding words by Clues (Visual Perception)

1. blue

2. grin

3. crow

4. dragonfly

5. shark

VIII. Dictation (Auditory Visual Memory)

a) final ‘e’ silent

1. possible

2. home

b) Ught sounding as ‘t’

3. wrought

4. brought

c) Ending with ‘ss’

5. mass

d) ‘kn’ silent

6. knight

7. knowledge

e) Irregular words

8. people

9. come

f) Doubling final consonants

10. swimming

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