3.

Oral Reading

When presented with graded passages to read, what was the optimum grade level at which the child
could read fluently and accurately with 80% accuracy

ii. Grade Level ___________________

ii. Reading Behaviour

- Used finger for locating lines/words (Tracking difficulty or visual difficulty)

- Read with a strained voice or in a low monotonous voice (lack of word recognition skills or
fluency)
- Exhibited general indifference /avoidance (Reading is effortful)
- Had difficulty in reading grade appropriate print size (deficits in Visual acuity tracking or visual
perception.)
- Missed words lines while reading (tracking problem, visual acuity) Took more time to read the
given passage (Either difficulty level is high, or there is a fluency problem or lack of
concentration).
- Ignored punctuations while reading (deficits in visual acuity, visual perception nor concentration/
attention)
- Exhibited poor posture while reading (Visual acuity, poor habit)
- Read spontaneously and with accuracy
iii. Significant Patterns of Reading Errors (give examples)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

- Mispronounced the words (word recognition difficulty, misarticulated speech)

- Substituted /inserted/omitted the letters/words (Processing Difficulty)

- Frequently repeated words/phrases/sentences (word recognition difficulty, Fluency problem)

- Read with inadequate pauses in between the words (word recognition difficulty, Fluency problem)

- Read very fast (mechanical Reading, rate of speech is fast)

- Missed lines/words while reading (deficits in visual acuity, perception)

B. Comprehension Skills

1. Reading Comprehension

When presented with graded passages to read record the optimum grade level at which the child could
successfully attempt the multiple-choice questions presented to him at the end of the passage.

i. Grade Level _______________________

ii. Record Specific questions answered correctly/ incorrectly

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

iii. Analyse underlying processes /specific difficulties faced in comprehending the passage read

- Couldn't comprehend the facts/details from the passage read (difficulty in Active working
memory, poor language facility)
- Couldn't understand/recall the events in the sequential order (Verbal sequential memory)
- Can't define the meanings of the words precisely (language facility not good, has specific
limitation in precision in language)
- Couldn't deduce the main idea of the passage read (Deficits in verbal e abstraction)
- Couldn't blow written instructions and needed help in understanding questions /or the
questions had to be simplified / translated (Reading difficulty poor language facility)
- Answered more comfortably in Hindi (Language difficulty)
- Needed prompts to recall the information (Difficulty in Active working memory)
- Refers back to the text to find answers (Deficits in active working memory, poor language facility)
- Any other specify _______________________

2. Listening Comprehension

When graded passages are read to the child record the optimum grade level at which the child could
successfully attempt the multiple choice questions presented to him at the end of the passage.

i. Grade Level _____________________________

ii. Record Specific questions answered correctly/ incorrectly

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

iii. Mention specific difficulties faced in comprehending he passage read him/her

- Demands repetition of instructions /questions (deficits in hearing or in auditory perception,

active working memory)
- Could not comprehend the facts/details presented in the passage (difficulty in Active working
memory, poor language facility)
- Couldn't understand/recall the events in the sequential order (auditory sequential memory)
- can't define the meanings of the words precisely (language facility not good, has specific
limitation in precision in language)
- Couldn't deduce the main idea of the passage read (Deficits in verbal e abstraction)
- Answered more comfortably in Hindi (Language difficulty)
- Needed prompts to recall the information (Difficulty in Active working memory}
 - Any other specify

iv: Comparison of reading comprehension and listening comprehension

Reading comprehension is equal to /better than /less than listening comprehension

C. Writing Skills (English)

1. Spellings (Foundation Skills)

Skills Yes/No
i Can Imitate sound patterns (phonological Awareness)
ii Can identify beginning sounds (phonological Awareness)
iii Can say rhyming words (phonological Awareness)
iv Can Combine words (synthesis)

v Can Combine word parts (synthesis)

vi Can Combine sounds (synthesis)
vii Can Divide words (Fragmenting)

viii Can Rearrange words (Fragmenting)

ix Writing alphabets by rote (Rote memory, grapho-motor
memory, fine motor. Spatial orientation.

x Writing alphabets randomly by (Long Term memory.

grapho-motor memory, fine motor coordination, Spatial
orientation.

Specify significant errors if any

_____________________________________________________________________________________
_____________________________________________________________________________________

2. Spellings (when dictated a graded list of words record the grade level at which child is functioning
optimally)

i. Grade Level ______________________

ii. specify significant errors if any

_____________________________________________________________________________________
_____________________________________________________________________________________

iii. Indicate specific spelling errors

- Mispronounces the words asked to write (hearing deficit, misarticulated speech)

- Could fragment the words phonically but couldn't transcribe (encode) the corresponding
symbols (Deficits in grapheme phoneme correspondence)
 - Could spontaneously spell the familiar words but couldn't generalize the same rules to the
unfamiliar words (rote learning, deficits in spelling rules) Could not fragment the words into
corresponding syllables/sounds (Auditory discrimination and Auditory synthesis or analysis)
- Showed peculiar errors wherein he inserted/omitted/substituted or jumbled sequence of letters
(processing difficulty visual perceptual, auditory perceptual, sequential memory problems)
- Frequently erases or takes longer to recall the letter symbols or seeks clues for recalling letter
symbol (deficits in visual memory sound symbol relationship graphomotor memory)

3. Written Expression

i. Could frame meaningful sentences on his own Yes/No

i. Could write a paragraph along the given theme Yes/No

iii. Analyse the written sample of the child on the following lines:

a) Content

 Exhibits little or no understanding of the topic / theme Poor language facility

 Superficial coverage of topic or the factual content / ideas were very limited and sketchy
 Topic was adequately covered with rich ideas, details related to theme (Deficits in content can be
due to deficits in verbal abstraction, Language facility, general fund of knowledge)

b) Organization of Ideas

 Ideas were not presented in a logical/connected sequence

 Ideas were presented in logical sequence. The paragraph was coherent and had an opening
introduction and was ended appropriately with a conclusion.
(Deficits in organization could be due to deficits in logical thinking planning and organizational
skills, poor instruction or learning gaps)

c) Grammatical Skills

 Poorly developed
 Adequate
 Well developed (Deficits in grammar could be due to poor understanding of rules, verbal
abstraction, learning gap)

d) Vocabulary

 Lacks adequate words to express himself

 Uses very simple words but contextually
 Uses a rich and a varied vocabulary

(Deficits in vocabulary could be due to deficits in precision of language, poor Language facility or poor
fund of knowledge)

e) Usage of punctuation: adequate / inadequate

(Deficits in punctuation could be due to lack of understanding of rules or even due to visual perceptual
problems)

f) Spellings

 Very poor (many mistakes)

 Average (only a few mistakes)
 Good (hardly a mistake)

iv. Describe Oral Expression of the child

_____________________________________________________________________________________
_____________________________________________________________________________________

v. Compare Oral and Written Expression of the child

_____________________________________________________________________________________
_____________________________________________________________________________________

4. Handwriting Skills (Hindi and English Language)

Analyse the sample of written work done by the child during the educational assessment and also review
writing samples of child in his school copies including, home work, class work and test samples. In
certain cases the child can be given a passage to copy from a book.

Analyse writing samples along the following lines.

1. Legibility

a) Formation of letters: Adequate/difficulty in specific letter formations

- Straight strokes: vertical/horizontal/diagonal

- Curved strokes-Line + anti-clockwise archs Line+clockwise archs

- Circular strokes

b) Spacing:

- adequate spacing between letters / words

- too closely placed letters/words

- widely spaced letters/words

c) Writing Errors:-

- substitutes upper case and lower case letters

- mirror image writing

-Displaces matras, chandra bindus, etc.

d) Quality of writing

-Script: Print script /cursive/varying or mixed type

-Pencil pressure: light/ adequate very heavy /varying

-Neatness: too much of cutting, erasing/ neat and organized

-Size of writing: Adequate/ too large too small/ varying size

II Speed

- Can write neatly and legibly and can finish tasks in the stipulated time
- Can write neatly and legibly only when given sufficient time

III Also comment on the following

i. Eye hand coordination ______________________________________

ii. Vision: near vision difficulties/ distance vision difficulties/squint/no difficulties

iii. Dexterity: left handed/right handed/ambidextrous/history of forced change in handedness

iv. Pencil grip mature tripod grip/abnormal grip, immature grip (specify)

v. Paper positions: aligned to the left/to the right/straight

Error Analysis

 Poor strokes/displacement of matras and chandra bindus/uneven size of strokes

o Poor fine motor coordination
o Difficulties in spatial orientation
 Spacing inadequate
o problem in pre-visualization
o graphomotor memory
 Speed of writing is slow
o Poor graphomotor memory
 Too much cutting/erasures
o Graphomotor memory
o eye hand coordination
o Perceptual difficulties
 Excessive pressure/heavy writing-
o weak graphomotor feedback
o incorrect usage of writing tool

IV Present Functional Level in Hindi Language

A. Reading Skills: Hindi

1. Foundation Skills
 i Knows the names of the alphabets in the sequential Yes/No
order
ii Can Identify and name alphabets in the random order

iii Can Identifying sounds of the alphabets (Grapheme

morpheme correspondence)

iv Can Combine words (synthesis)

v Can Combine word parts (synthesis)

vi Can Combine sounds(synthesis)

2. Word Reading

When presented with a graded list of words what was the optimum level at which the child could read
spontaneously

i. Grade Level __________________________

ii. Reading Behaviour (Record how the child attempted the task)-
- Reads spontaneously and didn't require any persuasion
- Show apathy, disinterest aversion or is anxious and needed lot of persuasion and encouragement
to attempt the task
- Had to be constantly motivated/praised to maintain his motivation /confidence

iii. Record significant errors and interpret along the following lines

Examples_____________________________________________________________________________
_____________________________________________________________________________________

Error Analysis

- Confuses letters (poor letter recognition)

- Can't read simple sight words. Can only read familiar words (only rote memory, poor word
recognition skills)
- Difficulty in reading phonic words. Tries to spell out the word but could not read successfully as
a word (only Letter recognition. No phonological rule awareness)
- Sounds out each letter (phonic decoding) but can't combine sounds into words (Synthesis is
affected)
- Bizarre Reading Showed peculiar rending errors as he would add/omit/substitute jumble
letters/matras in the word

3. Oral Reading

When presented with graded passages to read, what was the optimum grade level at which the child
could read fluently and accurately, with 80% accuracy

iii. Grade Level _________________________

ii. Reading Behaviour

- Used finger for locating lines/words (Tracking difficulty or visual difficultly)

- Read with a strained voice or in a low monotonous voice (lack of word recognition skills or
fluency)
- Exhibited general indifference /avoidance (Reading is effortful).
- Had difficulty in reading, grade appropriate print size (deficits in Visual acuity, tracking or visual
perception)
- Missed words /lines while reading (tracking problem, visual acuity)
- Took more time to read the given passage (Either difficulty level is high or there is a fluency
problem or lack of concentration)
- Ignored punctuations while reading (deficits in visual acuity, visual perception nor concentration/
attention)
o Exhibited poor posture while reading (Visual acuity, poor habit)
o Read spontaneously and with accuracy

ii. Significant Patterns of Reading Errors (give examples)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Error Analysis

- Mispronounced the words (word recognition difficulty, misarticulated speech)

- Substituted/inserted/omitted the letters/matras/words (Processing Difficulty)
- Frequently repeated words/phrases/sentences (word recognition difficulty Fluency problem)
- Read with inadequate pauses in between the words (word recognition difficulty, Fluency
problem)
- Read very fast (mechanical Reading, rate of speech is fast)
- Missed lines/ words while reading (deficits in visual acuity perception)

B. Comprehension Skills

1. Reading Comprehension

When presented with graded passages to read record the optimum grade level at which the child could
successfully attempt the multiple choice questions presented to him at the end of the passage.

i. Grade Level _________________________

ii Record Specific questions answered correctly/ incorrectly

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
ii. Analyse underlying processes /specific difficulties faced in comprehending the passage read

- Couldn't comprehend the facts/details from the passage read (difficulty in Active working
memory, poor language facility)
- Couldn't understand/recall the events in the sequential order (Verbal sequential memory)
- Couldn't define the meanings of the words precisely (language facility not good, has specific
limitation in precision in language)
- Couldn't deduce the main idea of the passage read (Deficits in verbal abstraction)
- Couldn't follow written instructions and needed help in understanding questions / or the
questions had to be simplified/ translated (Reading difficulty, poor language facility)
- Needed prompts to recall the information (Difficulty in Active working memory)
- Refers back to the text to find answers (Deficits in active working memory, poor language facility)
- Any other specify _______________________

2. Listening Comprehension

When graded passages are read to the child record the optimum grade level at which the child could
successfully attempt the multiple choice questions presented to him at the end of the passage

i. Grade Level _______________________

ii. Record Specific questions answered correctly incorrectly

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

iii. Mention specific difficulties faced in comprehending he passage read him/her

- Demands repetition of instructions /questions (deficits in hearing of in auditory perception,

active working memory)
- Could not comprehend the facts/details presented in the passage (difficulty in Active working
memory, poor language facility)
- Couldn't understand/recall the events in the sequential order (auditory sequential memory)
- can't define the meanings of the words precisely (language facility not good, has specific
limitation in precision in language)
- Couldn't deduce the main idea of the passage read (Deficits in verbal abstraction)
- Needed prompts to recall the information (Difficulty in Active working memory)
- Any other specify _____________________________

iv. Comparison of reading comprehension and listening comprehension

Reading comprehension is equal to /better than less than listening comprehension

C. Writing Skills (Hindi)

Spellings (Foundation Skills)

 Skills YES/NO
i Can Imitate sound patterns (phonological Awareness)
ii Can identify beginning sounds (phonological Awareness)

iii Can say rhyming words (phonological Awareness)

iv Can Combine words (synthesis)

v Can Combine word parts (synthesis)

vi Can Combine sounds(synthesis)

vii Can Divide words Fragmenting)

viii Can Rearrange words (Fragmenting)

ix Writing alphabets by rote (Rote memory grapho-motor

memory, fine motor, Spatial orientation)
x Writing alphabets randomly by (Long Term memory,
grapho-motor memory fine motor coordination, Spatial
orientation.)

Specify significant errors if any

_____________________________________________________________________________________
_____________________________________________________________________________________

2. Spellings (when dictated a graded list of words record the grade level at which child is functioning
optimally)

i Grade Level _________________________

ii. Specify significant errors if any

_____________________________________________________________________________________
_____________________________________________________________________________________

Error Analysis

- Mispronounces the words asked to write (hearing deficit, misarticulated speech)

- Could fragment the words phonically but couldn't transcribe (encode) the corresponding
symbols (Deficits in grapheme phoneme correspondence)
- Could spontaneously spell the familiar words but couldn't generalize the same rules to the
unfamiliar words (rote learning, deficits in spelling rules)
- Could not fragment the words into corresponding syllables /sounds (Auditory discrimination and
Auditory synthesis or analysis)
- Showed peculiar errors wherein he inserted/omitted/substituted or jumbled sequence of
letters/matras/ Chandra bindu (processing difficulty visual perceptual, auditory perceptual,
sequential memory problems.
 - Frequently erases or takes longer to recall the letter symbols or seeks clues for recalling letter
symbol (deficits in visual memory: sound symbol relationship graphomotor memory) -

3. Written Expression

i Could frame meaningful sentences on his own Yes/No

ii. Could write a paragraph along the given theme Yes/No

iii. Analyse the written sample of the child on the following lines:

a) Content

 Exhibits little or no understanding of the topic / theme (Poor language facility)

 Superficial coverage of topic or the factual content ideas were very limited and sketchy
 Topic was adequately covered with rich ideas, details related to theme (Deficits in content can be
due to deficits in verbal abstraction, Language facility, general fund of knowledge)

b) Organization of Ideas

 Ideas were not presented in a logical/connected sequence

 Ideas were presented in logical sequence. The paragraph was coherent and had an opening
induction and was ended appropriately with a conclusion. (Deficits in organization could be due
to deficits in logical thinking planning and organizational skills, poor instruction or learning gaps)

e) Grammatical Skills

 Poorly developed
 Adequate
 Well developed (Deficits in grammar could be due to poor understanding of rules, verbal
abstraction, learning gap)

d) Vocabulary

 Lacks adequate words to express himself

 Uses very simple words but contextually
 Uses a rich and a varied vocabulary (Deficits in vocabulary could be due to deficits in precision of
language, poor Language facility or poor fund of knowledge)

e) Usage of punctuation: adequate / inadequate

(Deficits in punctuation could be due to lack of understanding of rules or even due to visual perceptual
problems)

f) Spellings

 Very poor (many mistakes)

 Average (only a few mistakes)
 Good (hardly a mistake)
 iv. Describe Oral Expression of the child
___________________________________________________________________________
_______________________________________________________________________

v. Compare Oral and Written Expression of the child

___________________________________________________________________________
___________________________________________________________________________

V Arithmetic Skills

1. Concepts

i Grade level ________________________

iL. Specific concepts in which the child manifested difficulty

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Operations

Addition
Single digit with single digit (up to 10) Single digit with single digit with carryover and
nothing in ten’s house

Addition of two double digit numbers without
carry over
Adds two or three numbers of three or four
digits requiring successive carryover from U/T/H
place
Double digit with carry over
Addition of large numbers requiring successive
carry over

Add fractions with same denominations Add two unlike fractions by taking LCM

Add like decimal numbers Add unlike decimal numbers

Add integers Add rational numbers

Subtraction
Single digit from single digit (within 10) Single digit from double digit without
borrowing
 Double digit from double digit without Double digit from double digit with borrowing
borrowing

Three digit with three digit with successive Subtracts large numbers requiring successive
borrowing carry over

Subtract fractions with same denominations Subtract two unlike fractions by taking LCM

Subtract decimal numbers (Like numbers) Subtract decimal numbers (unlike numbers)

Subtracts integers Subtracts rational numbers

Multiplication
Single digit with 2 or 3 or 4 Single digit with 5 or 6 or 7 or 8 or 9 or 10

Double digit with single digit without carryover Double digit with single digit with carryover

Double digit with double digit without Double digit with double digit with carryover
carryover

Multiply 3 digit number with 2 digit number Multiply 4 to 5 digit numbers with 2 digit
number
Multiply larger numbers (more than 4 digits) Multiply fractions

Multiply decimal numbers Multiply integers

Division
Divide two or three digit number by a single Divide 4 to 5 digit numbers with a two digit
digit without getting a remainder number with/without getting remainder)

Divide larger numbers (more than 4 digits) Divide fractions

Divide decimal numbers Divide integers/rational numbers

3.Computational Skills

i. Style of computing ii. Computational difficulties

Uses tally marks/counted on fingers/ Severe computational errors

computes mentally with in ten/twenty/fifty/ Confusion in direction from where the

hundred operation should begin (units tens/hundreds /
position numbers)
Forgot carry over or numbers bord

Counts both numbers together While adding Jumbled sequence of tables / very hard to
 counts ahead of the first number reach parts of the table
had to work with both the numbers together Couldn't compute mentally
While subtracting counts backward from the
bigger number /
While multiplying/ dividing had to work out the Rough work was generally unorganized and
entire table/could recall specific parts of the clumsy
table

Could systematically undertake the rough work. Jumbled steps in operations

Knew the rules of simplification such as

BODMAS/ rules for carrying out operations on
fractions/integers

4.Application Skills

i Grade Level _________________________

(Level at which the child can solve the application problem most comfortably)

ii. Could interpret word problems /the word problem had to be read out for him/

the word problem had to be stated at the concrete/ semi concrete level

iii. Could deduce the operations scheme of operations required to solve the problems had to be
facilitated at concrete or semi concrete level

5. Significant reasons for deficits in arithmetic Skills

- Cognitive Capacity/logical thinking analysis and reasoning

- Memory difficulty

 poor active working memory difficulty in retaining the basic instructions or the meaning of the
problem difficulty in completing the entire sequence of steps leading to incomplete work or
faulty answers
 Long term memory difficulty: forget basic number facts such as times tables/ forget the
meanings of key words in maths/ difficulty in recalling the steps needed to solve problems/
difficulty in identifying signs and their meaning (e.g., +, -, x, <=,>%)
 Sequencing problems- Difficulty in remembering numbers in a sequence/ figuring out what
would come before or after/ or retaining the sequence in which the problem could be solved
 Math Language/ has trouble understanding the language or vocabulary mathematics greater
than, less than, equal
 Visual perceptual problems/ to copy problems from the board or the book! difficulties in
deciding where to start a problem; left or the right Substitutes similar looking numbers or
symbols/ may misalign numerals in columns for calculation/ may have problems with place value
has trouble interpreting maps and understanding geometry
  Cognitive Style / Inchworm/ Grasshopper

VI. Behavioural Observations

i. Describe behaviour
___________________________________________________________________________
___________________________________________________________________________
ii. Attention Span
___________________________________________________________________________
___________________________________________________________________________
iii. Speech and Language Skills
___________________________________________________________________________
___________________________________________________________________________
iv. Interests, hobbies and talents
___________________________________________________________________________
___________________________________________________________________________

VII. Perception about the Child's Problem

i. Teacher's perception of the Child's problem

___________________________________________________________________________
___________________________________________________________________________
ii. Parent's perception of the child's problem
___________________________________________________________________________
___________________________________________________________________________
iii. Tutor's perception of the Child's problem
___________________________________________________________________________
___________________________________________________________________________
iv. School Records/Note Books
___________________________________________________________________________
___________________________________________________________________________