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 was found that there are some students who perform poorly on these tests. So, at the final stage of the project investigator has introduced a remedial programmes for those students who performed badly on these tests.
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.Head masters and the Principals of the schools should take initiatives to use these tests and remedial programmes to check failures, stagnation and dropouts.
Keyword(s): Word decoding, Passage Comprehension, Language Competency Tests, Hindi, Oriya.