LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:1 January 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Checklist to Screen Children with Reading Difficulty (CSRD) for Classroom Teachers

Namita Amey Joshi, M.Sc. (SLP)
Vanaja C.S., M.Sc. (Sp. & Hg.), Ph.D. (Sp. & Hg.)

Abstract

Literature estimates that at least 2.19 to 2.20 % of entire population suffer from dyslexia, the most prevalent type of Learning Disability. The high prevalence rate makes it necessary to develop tools for early identification of children with reading difficulties. Children who have problems or who are at risk for reading difficulty can be screened individually or in group. A majority of the tools developed cannot be carried out by teachers. Teachers generally use informal assessment or suspect a problem only when the child fails to perform grade appropriately. Due to lack of awareness of nature and characteristics of learning problems, they often tend to associate the failure in academic activities to reading difficulties. Hence a checklist to screen children with reading difficulty (CSRD) was developed in the present study and the teacher’s efficacy to screen children with reading difficulties was investigated.

A total of one hundred and thirteen children participated in the study. The study was carried out in three phases. A check list was developed in the first phase. The developed checklist was administered on typically developing children in the age range of 6 to 8 yrs. in phase II. The checklist was administered by the class teachers of the children. In the third phase, the efficacy of the checklist in identifying children at risk for reading difficulty was investigated. Early reading skills, a diagnostic test for identifying children with reading difficulty, was used to validate the results of the checklist. ROC curve was drawn; with a cut off score of 42.5, area under the curve was 0.913 with 90% of sensitivity and 81% of specificity. The results reveal that the checklist will be a useful tool for screening the children with reading difficulties.

Keywords: Checklist, teachers, reading difficulty.

Introduction

Learning problems are found in every primary class room; though the pattern of difficulty in every child may be different. According to Ramaa (2002), prevalence of learning disability in India ranges from 3% to 10%. There are different types of learning disabilities, the most prevalent type being dyslexia. In India, Mogasale, et al. (2012) stated that the prevalence of dyslexia is 11.2%. The high prevalence rate mandates the need for early identification and intervention based on individual performances.

Various strategies for early identification and intervention for children at risk for reading difficulties have been proposed. Recent methods of early identification focus on early preventive measures, and are more successful compared to the traditional methods, which focus on waiting for the child to fail before remedial programs are initiated. Fuchs et al. (2007) recommended identifying the “risk pool” early in kindergarten and first grade to allow participation in prevention services before the onset of substantial academic deficits. There have been studies proving that early intervention leads to maximum benefit to children at risk for reading difficulties (Invernizzi, et al., 2004, Bailet, Repper, Piasta & Murphy 2009, Vellutino, Scanlon, Small & Fanuele, 2006).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Namita Amey Joshi, M.Sc. (SLP)
Associate Professor
Bharati Vidyapeeth Deemed University
School of Audiology & Speech Language Pathology
4th floor Homeopathy Hospital Building
Dhankawadi Campus
Pune Satara, Road
Pune 411043
Maharashtra, India
nj21slp@gmail.com


Vanaja, C.S., M.Sc. (Sp. & Hg.), Ph.D (Sp. & Hg.)
Professor & Head of Department
Bharati Vidyapeeth Deemed University
School of Audiology & Speech Language Pathology
4th floor Homeopathy Hospital Building
Dhankawadi Campus
Pune Satara, Road
Pune 411043
Maharashtra, India
csvanaja@gmail.com
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