Dutta, Tapati. (2019). “DEVELOPMENT AND STANDARDISATION OF LANGUAGE COMPETENCY TESTS IN HINDI AND ORIYA”.. Unpublished. Ph.D., Education. Utkal University, Bhubaneswar.
The project has three different objectives. They are:
1. To develop
diagnostic tests in Hindi and Oriya to identify the children having specific
reading disabilities, reading in classes I to VII.
2.
To standardize
those tests, and
3.
To suggest a
tentative programme for children reading in Oriya medium schools.
The sample comprised of 700 students of
grade I to VII, who were selected randomly from 10 different schools of
Bhubaneswar and Patna city. All are residing in urban areas. 350 children were
from Hindi medium schools of Patna and rest of 350 children were from Oriya
medium schools of Bhubaneswar. From each grade (25 boys and 25 girls) were
selected for the study.
The tools were developed for the study.
1.
The word
decoding test in Hindi and Oriya languages.
2.
Passage
comprehension test in the Hindi and Oriya languages.
3.
Test for
Cognitive Assessment system
i.
Planning
Matching Numbers.
ii.
Planned Codes
iii.
Simultaneous
Non-verbal Matrices.
iv.
Verbal-spatial
Relations.
v.
Attention
Expressive attention.
vi.
Number Detection
vii.
Successive word
Series
viii.
Sentence
Repetition.
Tools were developed and standardized by T.
Dutta (PI of ERIC Project) under the guidance of Dr. J.P. Das. These tests are
the adaptation of English Reading Test from Woodcock Reading Mastery Test,
Revised (Form G, Woodcock, 1987).
Pre-test and Post-test Experimental method
were followed to conduct the study. The developed tools, word decoding test and
passage comprehension tests, were administered on selected samples individually
to assess their respective languages by giving proper instructions. Finally,
the scores were analyzed by using statistical techniques.
Analysis of data was done by using simple
statistics like Mean, SD, and Percentiles. For both Hindi and Oriya word
decoding and passage comprehension tests- Means, SD and percentile were
computed to establish the working norms.
The results indicate that there is
significant improvement in word decoding as well as in passage comprehension
tests across the standards.
Comparison of pre-test and post-test result
shows that there is a significant improvement in word raw scores among those
who receive the remedial programme. The post-test score indicate that process
based training programme helps in improving the children’s reading and
comprehension abilities.
It is known that reading and comprehension
are most important contributors of academic achievement, so they should not be
neglected in schools.
1.
Hindi and Oriya
medium schools can use the tools to identify dyslexic children in classes I and
VII.
2.
Children scoring
two years behind the grade are presumed to be dyslexic and recommended for
remedial programme.
3.
PASS Reading
Enhancement Programme can be used in the schools for the improvement of reading
of reading and comprehension abilities of the dyslexic children after proper
adaptation and standardization of the PREP.
4.
Every school
should train one or two teachers on PREP to handle the poor readers efficiently
by using the remedial programme effectively.
5.
Interested
teachers can further study the relationship of dyslexia and school
achievements.
6.
Parents
counselling and counselling to the children suffering from dyslexia can be
organized on the basis of the tests and PREP results.
Keyword(s): Word decoding, Passage Comprehension, Language Competency Tests, Hindi, Oriya.