DYSLEXIA ASSESSMEN T

PROFILE FOR INDIAN CH ILDREN

(DAPIC)

Kuppuraj S.
Jayashfee C. Shanbal

All India Instit ute of Speech and Hearing /

, Govt. of India) -.
(An Autonomous Institu te under Ministry of Health and Family Welfare
Manasagangotnri. Mysore -570006
3
Phone: +91 0821 2514449 Fax: +91 0821 2510515 Toll free: 1800425521
E-mail: ~irect or@ailshtn','.Sor [Link]
Websit e: [Link] i11
 I > i ·/ r .

uctlon
1urrocl 1;11cd !:,n, :t1; 1L'l'-
1y 10 re ad an ti w rit e i,1 a dcsi t:1
al nb ili 1rc ,1t:'.,>.
ed as rhc m in im on o lo !! 'c il :, .,,·:
Li tc rn cy is defin in g. lis1cni11g . ph
ing. w rit nd
ne nt s o f lit er ac y include read or tl1 0g rn pl i1 c km >w ll' d~ c :i
'fhC compo si on, spelling.
de co di ng , re ading cornrrchcn he rs has been sli ""
0 11 to h l · : ,
ph on ol og ic al nr no ng ot
logical mvarcncss c1 <1 , l'u r 111:rn :: l'h
iid rc n
ilt lto m nt iz cd na m in g. Phono Le ar ni ng 10 rc
rapid t.
ing developmen c1! 1111,:;1 i 11c dc, i1:
1 tl ly.
y fa ct or un de rly in g enrly read 11 [Link] ab ili ty
primnr appenr 10 n1tai
t to re qu ire m uch effort. They erc is on ly O ll l'
:,;(i t1i 1tl !, ,r l ·.i ci l
s~ •: ms no ge s w he re 1h
in the langua i 11 l:i,,,,u.,~~·'
s to be corr~ct l iv cl y c ~1:-:y. I iu1
//owever, it seem e to a graphe m e st ep is re la
11 ,ti · .,i,t1t1 •;
assigning phonem rl icul.1r k tll":· :
ki ter. where the 111 <ls wi 1h a pn
rious different sm 1 :, , ,,; h,p
associ:ition ot' va und sy 1l. '> il :!
1

lik e E ng lis h, th e as lc ry of " th e so

sound ma kes rn 111 tli p,...:
re nt le tte rs w ith n pnrticulnr ni nk cs it ev en m on : rl il li c ..11
diffe e language itsc lf'
di ffi cu lt. Th is irr eg ul ar ity in th
111ore in g sk ill s.
po or in rending und w ril 1L11111~
c!1 ildrcn w ho ,ir e
in g \:!V en th ou gh ~11 :f 1c1..:1 11 1-·;
ni cu lty in read p•:: , u l·
de scribed ns a di ~11·-:: d 1 lk rl ' 1il t::
Dy:;lexia can be s le xi a, th er e
r o f causes o f dy ,11-..: .,c 1:c 1·:, I -i , i"k
·n.:11 1
of fe re d . /1. s there arc numbe re tic al ly , th en .:
has been neous group. Th
eo
su h1ypL· :-. I1 .i " L'
hC L' ll
ia , m ak in g dy slexia a heteroge io n; di ffe re nt
dyslex nce of cl as si fic nt I wo
f dy sl< .:x ia an d for the convenie oa dl y c I ns s i fi ~s d ys le x 1.1 11 11o
ty pes o olth enrt ( 1993) br
11 :- \l b
in th e I ite ra tu re . Castles and C op in ed th nl w i th d1lf o: \l il 1,~ i
proposed ce dyslexia. H e
.i k1s
s ca lle d ph on ological and surfa an d ii" n ch il d \\'1 th dy<;IL '-i
main ty pe
ological clyskxin h ,·:1 rd -. ,1:,d '. 1, ,\
'h,·11
sk ill s sh al l co me under phon 1c e dy sl ex i a. h
le xica l ay fa ll under surl; •. 1' 1, -..,
tie s in le xi ca l sk ill s, he/s he m dy s lc x in , \\' l 1c rL· .h,_·,· _. .:, _., I, :·.
clitlicul xia c; ilk d mixed
in cl ud ed an ot her type of'dys lc
( : 999) reacling.
ca l an d su blcx ical route of .... i !i: 1..,
in bo th le xi
s in In d in n 11 1u lt li1 1~•11. ll ,·\ i: .·
sessment tool _, ,·,: it ..:
essful dyslex ia as od .ic e .1. i :q, I-, .
Existence o f succ sh ou ld be to pr
f an assessment vi d\la l' s1: c,i t•1
,·,., .ii hl
ch al le ng ed . Ti le purpose o ili cs th e i11 d i 1,

been at clearly iclcnl ,i l ·11t

du al E du ca tio n Plan (lEP) th d re so ur ce s rC l !ll llT d ll1 11111 ,u
Indivi the time scale an
11 l 'i [Link] . r0 , ,n 111
di :
es se s. th ei r sp ecific needs, and xi a ;.\ ss cs s 111 c1
weakn le
reveal that Dys ,\, . l'i : 1·,,.,_,1 1,,_.> 111
P. T he sr ud y in thi s manual e chilcl rcn w lll l .~IH
tl1e JE a too l to pr o fil e th os ..
), can be used as It also s• t 1o::, 1_;,,,,s - ts_ ,,1, I.d 1 \ 1·I 1·,·,. .l •. . ,., \1 111!.'.
Chi ldren (D A P IC ical ta sk s o f lit er ac y. ....
-,
on ol og ic al an d non phonolog irm e1 1ts •i llc J\v s• -, 1 , 11 cl l l'. , ll) L' ',! IIIL' l
ph specific i1111)a - <
on g dy sl ex ia subtypes w ith g ch ilc lrcn w il l l(I ) ,., I.. . , ,1
l .1 .1 .. , ,i t ,
l·.il l:,
:iln sim pl y co m pa rin
f the di sorder lhan
understanding o
rcn.
dl! vcloping chi ld
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TEST DESCRIPTION . .
The DAP IC 111c
. . 1udes the following mam domains: ( 11/'H.
I . The Aiphabct Subtest 2. Shape Copying (SC)
2. Shape Copying(SC)
It is a test of visual perception and vis11nl motor in1cgralll>11 Tl';' ''" ":1 \· ,
3. Written Language
demonstrating children's competence by executing complica1cd motor up,:r,,: 11 " 1'• ·,m ·, ·"
a. Spelling drawing geometric forms from memory, \racing nnd copying (Cr:i,.,1.,11. 11,,, ,, ·1tl l.
b. Handwriting Quality (I IQ) Witkowski & 13arkovich. 1968). Slrnpc copying will hdp us fun her un,kr,111 •d 1,·.,, I.,,,_.,, .,r
4. Rending a child's fine motor ski lls with particular reti:rencc 10 wril111g.
a. Word Reading (Wrcading)
3. Written Language
b. Nun word Reading (NWrcadi11g)
:1. Spelling
5. Phonological Awareness SkiIls
a. Rhyming test Normal spelling needs auditory nnd visual reception, audi1my :iud , '""1 n .:111,1rv.
b. Alliteration ICSI nuditory and visual discrimination, as~ocintion or auditory and v1 !-.ua! !-.t111111li. 11 111l llr
6. Repetition expression and vocal expression. Ability 10 spell enables 1hc wrilcr In ~,,,w,·1111.11, 01 the
a. Word Repetition (IVrcp) ideas he wishes to convey rather than 011 the mechanics of wrning Ih ,· .11~ .~ \ :.i: '""·
1967).
b. Non word Repetition (NWrcp)
7. Rapid Naming(RN)
b.1 lnndwriting Quality (l·IQ)
8. Sound Discrimination (SDis)
Reversals, omissions and poor spacing arc clrnrnc1cns11c of a yn111i,! 'lll• 1·, ,,. , , 11 , 11
is the persistence of such errors over a long period ol'limc 1ha1 ,s 1111h. 111•c 111 ·. r,1111~
The tasks that arc considered as pho11ologica( arc alpiw(,e1 sub1,·.,1. SD1 diff,culty. Johnson nnd Myklebust ( 1967), s11ggc,1Ihill such dil'lirnl1ic,.. 11 , ,. · 1•u., d ,, 1111
NWrcJding. N\Vrep, alliteration and rhyming whereas the tasks \Vrq,. \Vr,·ad111~. I I(). S( deliciencies in visual motor integration (dysgrnphin). rcl'isu:1liz:ll illn , 11,,, .·:· .... rd
RN and spelling are considered as non phonological. for111ula1io11 (syntax).
I. The Alphabet Subtest
4. Reading !Word Reading(Wrending) & Nonword ne:1<1i11~ (N\Vr[Link] n~ll
The first step ofdecoding is 10 learn that rending involves use of rnrks. W1Jrd, .ire"' The rntionnle for assessing a person's reading rate lies in 1\l.: L:vnt1 ;,1111 ,1r
wrillen in arbitrary ways bu1 according 10 ,111 alphabetic i>rinciplc by which l.:11,:rs have aulomalicity. Extremely slow reading simula1cs 1hc decoding or:, s111drn1 ,v1111 k.11 •1111g
regular and predictable relationship with sou nds. Child1·c11 come 10 1111<1,-r,·,11,.; i'.i:u th clisabilily. Decoding problems consume his/her cogni1ivc reso11rccs. k ,., 111g l111!c '''"'' "
for comprchcosion. cvcntunlly rendering reading c,1111prchcns11111 11111,,: ,1111'" :Ii \11
alphabetic principle si1nplifics the reading process ancl 1ha1 it is cr11ci;il 1h:11 the'.•:i1t.·nd "' :i ll
inability 10 decode [Link] highlights lh...: graphi:rn..: phonc1rn.: Han~l 1· 11 ·1 d: 11 • ,. , 11.-,
nfthe letters lo read accurmcly. The rc,1dcr mus 1 also know the sp;ci:i,· c,111\·,p,u,den,c
1ha1 lie at \he heart ofan individual's specific learning diff1c1d1ic, 11 .,1, ,,1.' .,. •c 1h.·
between leuers, letter pauerns and sounds. Ac~uiring this k11nwledg,· ,s prim:,ry [Link]<
subject's degree of familiarity with 1hc po,sibil i1ics or wri11en English ,.,, '. ,, ,,, ....1, , , 111 ,.
!ICquircd !Loonibn.
decotlingthis 1995). The alphabet s11b1es1 will help us ck-1n11111:c·
knowledge. ,r ,',! • l,a,·c111
111
11 11 1992).
 ;,
I r/'lt
1),11'/C
5, Phonological Awareness Skills (Rhyming Su\ llitcration) . . ' . . . .
'Id t t cog ·ze siniil-lrities in sounds bet ween words " ·1l1 ch 11,n c cl1 ll ,- 1-..:nt R sound 01scnm111at1on (SD is)
me,11;Cl 11 ren
"gs. starbee11
I< '"' o re domoas1>·a>
111 II
o<l' """ Ih;' p"P" "'. I\,c ": we Io,·
. . I"'"'"'.' "I""''I .
I· Tl>< ab'.I,~ I"
. IO he," ho d; fle "".' be<wee" " """;,,11 ,• ,; m; cspc" '" '"" " ' b I , ,,•
ocil,ogrn ph;' ;; oks be<"'"' wocds "'" I h'y bogm 'h• lo""•" ""'""""'"' " I I "' k'"" /p"' . /h m~ " spcooh '°'"d d""'""'"" m'. Roswch sho"' I h"' s '"'cl' ' '" '"'",,."" "
ph"oomos ,o grnphomcs ( M,c\cao, B,yo111 & 11, odky, 19'7). Tho ph<W"h,g;c., I ' " "" ' ""': sk;lls " ' 10laied '° ' c1,;ld's lo,goago. pho11ologk•I ooO 1;""''0 Y ''"'""''" ,·111. C "l,I, •."
Ilk< c1,ym;,g ,od ,u; e,,1; ,k;iis '"" bee fmmd
in children learning to read00
1
English.
II IO'"'°"''
j
p«dk111,·, 111 1rnl111g ,k; 11.I ,,;,h' ""''° Fd,,,,l,µ11,c,<ol d;ro,doo ;001,,,;,,, '' "'""' ' ;,., , ;,.,.,m ""'
auditory process mg sk1IL

I I·.
,k• ,.. •'" ,,
difficulties wi th speech so1111cl discrimination tasks. Phoneme discri111in.1t i, ,,, , b:1,1• .,ii~ •"'
6. Repetition !Word Repetition (Wrcp) &Non word l{epctition (N\-\'rl'P)I
WorJ repetitions in very young children have been found to b.: n:l:,tcd to th.
vocabulary size oft he child (Gathercole & Unddcley, 1989; 1-lnff, Cot r: & l3 ridt'.<:,, 2008)
The evidence for deficits in a core phonological domain pred icts that children wit h 1,L"lllll
11 1
avcrngc reading ability will experience particular problems in print rci:11 .:d dcc·,,d ,~ ,isk.
such as pseudo word reading.
Word and non word repetition may become a measure or ph,Hw iog1c,il \\'llrkin
memory capacity in spite of the fact that researchers have consi stentl y :H:lrnowkdl!cd tlrn
the task taps many language processes, including speech pcrccp1 in 11. phnn~locic:,
encoding, phonological memory. phonological assembly. and ::rt ,cul:i· 1<' n. ~•oo
performance on this task can be an indicator of phonological dyslcx ia.
7. Rapid Naming (RN)
Naming speed task assess the rate at which a verbal labe l for high rrequ •:1ll')' ,·i,u,
stimuli is produced. If an individual takes much longer than nvcrngc to n:11m: a lI ,h~ , 1nnul
that individual is said have a naming speed deficit. [Jowers and Wolf ( 1993 ) st:ikd 1h:it , lo
naming speed is implicated in failure to !cam to recognize words quick ly \Vol r Ih""''" an
Biddle (2000) stated that naming speed (particularly seria l naming ~peed) provi des "
early, simpler approximation of the rending prncess, They believed 1h:<t n,1111 11, g , p.:c-d
concepnialized as a complex ensemble of a11c11tional, pcrceptu:il. c,111c.:p111:d. ,ucnwr
phonological, semantic and motoric sub processes that place heavy c,11,plrnsis '"' prcci
time requirements within each component and across all components,
~
I
/) 1/'/I .
Test i\1a terial 3. W ri tten Language /J.-1/'/(
DYSLEXI A ASSl~SSMENT PROFI LE FOR IND! AN Cl II I.D I{ 1,::-._ !I),.\ I
a. Spelling- Child should be asked to write down the spelling for ll'orcls ,ttHI "
I. Alplrnhct - Examiner should say an alphabe1 allll the ch ild ,h<'ti! d ,, n1, 11 \ '1,1 11 11
words that arc dictated. There are ) 0 words and IO 11..n words. The
similar ulphnbcrs (ni 11c i1111u111bcr) :ire con,itk ic·cl 111 11 11 ·, ,11!,1 ,. ,1 nonwords included follow the phonorac1ics of English
l )b 2)d 3) p 4)g S)q 6)111 7) w 8) u 9)n
I. Lot A lot of'pcople watch telcv1.s1on.
. Write lot
Scoring is as foll ows: 2. Pig
The farmer had a pig ro sell. Write 1>ig
1- Correct 0- 111COtTect 3. Cug
Tomi score : 9 Th? couldn't line thecug ,mywhcrc. Writ~ cu~ (hu::)
4. This Tins cake is better than that cake. Write this
2. Shape Copyini: (SC) - A tota l of !'our shapes arc included and the cl11 1t! i, 11htnic1 5. Be Be careful while crossing the road. Write be
copy 1hc g1vc11 shapes. 6. Fish Haddock is one kind of fish. Write fish
7. Tent Campers use a rent. Write teut
8. Yoll He did not want royoll the boat. Write yoll (doll)
9. Step In the dark, you must mind your step. Write step
0 □ ◊ (v i IO. Much
II . Boat
She does not like chocolate very much. Write much
The man wanted the boat to go lishing. Write hoat
□□□Cl
12. Crisp Biscuits should be crisp. Write crisp
13. Brin There was a fine brin that morning. Write brin (pin)
14. Garden She grows flowers in her garden. Write 1:n rdc n
15. Butter Butter is made from milk. Write butter
16. Nothing Aman who has lost everything has nothing. Write 11 111hi II i;
Scori111: is as foll ows: 17. Wooden Acook sometimes uses a wooden spoon. Write woo,k11
Shape I 18. Maid She put the paper on the maid. Write moid (void)
Score I-Corrcc1shape :111d Score O- l11corn:c1 shap,
19. Swan Aswan has a long neck. Write swan
Shape 2 Score I-Correct slwpc :ind Score 0-1 11currcc1, h:1 p:
20. Another Afler 11ying one, he asked another. Write another
Shape) Score 1- CoiTcct sha pe and Score O- l11corrcc1sh:tp:
2 I. Angry Angry people sometimes shout. Write angry
Shape 4 Sc,1rc 7- Most approxi 111:11ing ,h:q1c, Score I- I .c:i,· c ll':11 ,1;;qi.· . 11 ti''' 22 . Cattle Callie graze in the field. Write cattle
- Incorrect Shape. Exam iner c:111 scnre l'rom O tn 7 !t pc11d1· He could sec the rilt clearly. Write rilt (hilt)
'! 11n •lied 23. Rill
of the shape. A promise should be kept. Write promise
24. Promise
France is the country across the chan nel. Write cou1111·,·
l'o1al score· I() 25. Country
6
 I) :I'/(
t ree 25. Jillie 49. s~J,nol
/J ◄ PIC - I. '
A nurse worksin a hospitnl. Write hospitul . . . pl ~y111:;
. din the green paint. W rite dra gglc ( wrig gle) ~2. egg -26. book 50.
26. Hospital ny:nl
The dnggle was covere . .-J . sit • 27. frog ~ 51.
27. Driggle . en ,vcar s hor1trouscrs. Write trou s ers
In hot c Innates, 111 bun -2s. nowcr -5 2. l.1,;l.11
28. Trousers To make a necklace, you thread beads on a string. Write th n•acl - 4.
53. ~u 1n11\\.:1
29. Thread s. cloc k -.29. train
The soldier carried a sword. Write sword 5,1. drc ,1111
pi\:tUrC. - 30. 1hi11k
JO. Sword He walked down a long passage. Write pa ssag e
6. . .. " 1 ,11111s 55. ~hc.:p11cr1.
3 1. Passage -. 7 . peop le 3 1. smnet
The boy was very plicant. Write plicnnt (ant) s:i 11dw 1l ,.
32. Plicant d ow nstairs 32. bisc uit ~6.
He could not stronk easily. Write stronk ( honk) 8.
33 . crowd ~7. i,l.111tl
33. Stronk 9. thirsty
A four1h is aquar1er. Write qu arter cc1\ 1ng
34. Quarter [Link] 58.
. The hear1 pumps blood through our body. W rite h en rt 10. b eginning
35. Heart 59. c;tllary
There was not much cladition that day. Wri te claditio n ( trnd itio n ) 11. s auc e r 35. angel
36. Cladition (,0. 1H::ph..:"
12 appeared 36. knife
She had a biscuit with her tea. Wri te biscuit applau,'
37. Biscuit 37 . imagine (, I.
Parcel forthe post should be well w rapped. \Vri tc pa reel. 13. a ttrnctive
38. Parcel 62 . cl1sc:1sct
14. gradu ally 38. smou lclcr
39. T rabnag The trabnag did not move. W rite tra bnag kllO\\ k
(,3 .
I 5 . d isp osal 39. nou rished
40. Adventure Most boys and girls like adventure stories. Write n cl v cnlure . (,-'I. phy, ,c,
16. uni vers ity 40. orchestra
(1 5 . int\.! 1-.. C\
Scoring is as follows : 17 a udie nce 4 1. [Link]
(,6. St~gc
I-Correct 0-lncorrec t I 8. ca111paig11 42. choir
1
(, 7. pIop 1c . .
Total score: 40 19 . fasci n nte 43. fn rfc 11
(,8. s y~:h..~!n ,1
20. recent 44. plm,si bk
(,9. g_CtHllllL
b. Handwriting quality (HQ)- This section is scored from S pell ing pc r forn,:mccs. 21. colunc l 45. soloist
'/0 . cons.:it..: · __.
22. s lovenly 46. classi tication '
Scoring is as follows : 47 . pivot
23. institution
5- Very good handwriting I- Bad handwriting. • 48. m ilk
2 4 . h e ro ic
Total score: 5
S corini.: is ns follows :
4. Readin g I-Correct
0- )n,tHTC~I
~
Total score : 70
a. Word Readin g (Wrcading)- .· ... :,
The child has to read the words tha t are g ive n. There b . Nonword Rc acl ini,:(N\Vrcncling) - 10 nnnw,,rd, :, n:: l,s1..:d .111 '
. . 11.. \.. "l'
are a total of 70 words including b o th regular ,\lid rc;,tl th e gi,-.:n mJ1w:u1d,. ::
irregul ar words. 1nc lutlcd tn l°:11111 l,;1ri, ·: 11 _ ~ I 11.." I\ •
task .
8
9
 ,,. ,,.,c
,,J- neck peck beg 14. nip lih ti p
0 .4/'/( hip sap IS. Jone home ph<)lle
S. nap
pct 16. c;1t1lc ball le hanclk
Practice items: .Rr pcn hen
feg roocl
Hall Jib big dig 17, should wnocl
I 0. red
wcccl seed
11. pip lop hop 18. neat
np SI O)l
Test items : 1\1·os)'llablc I 2. hid did club 19. slnp
One syllable 11 ccd rr,·c
bucl< rack 20 . tree
6. Higure J3. pack
/ . . Gal 7. Kibnick '
.--T:Rop
8. Pachinc Scoring is as follows:
3. Sl1~g I- Co1Tect 0-1 ncorrccl
9. Clabnag
4. J·i'ild
I 0. Tringdo111 Total score: 20
y-Narge
h. t\llitcrution Test- 10 stimuli, each consisting of J words :ir,· include.! :1llll 11\e
Scoring is as follows: child has to line\ oul 1hc \\'Ords which a,c 11· :1l111cr.1:H>ll "11h
0- 1ncorrect other words. E.g.: Shine. Slwc. Shop. \ \•"'""'' In 1lns
I- Correct
Total score: I 0 example, ;11\ 1hc oilier words begin wi1'11h~ k lt~• ·:, , ecpl
for the word 'Monsoon·. whirh bq;uis "· 11!1 :1,\il l :,, ' 1 kt•c •
5. Phonological Awareness Skills 4 prnc1icc items ar~ inclutlccl 10 f:un ilin• 17e ,he ,'11\, th d,~
a. Rhyming Test- 20 stimuli, each consisting of3 words arc included and the chi I task.
has to find out the words which are in rhyme. E.g. Bat. Mat Practice items:
Wall- Here •'Bat" and "Mat" are in rhyme with each 01h~ sell \[Link] .~ang
whereas 'Wall" is not. 3 practice items arc also included t , '.feh'
.£at f1o t [Link]
faci litate familiarization with the task. bJock bright
Practice items: stair tric\( swap
tack need hack
rap lap, nag plnnc pron1..·
Test items: 6 tr11i n
fit JlOc\ ,1:,n hrl•:1 k
till bill ..--t::: gnp gnt ;r:-' spade
nip llin\i,
~ net qig y crurnb
twist
1<:::1
lil11C
Test items: r. rope ·wJ<e '1": prnm trap
I . main line pain '4. buckle puddle muddle
-4-:- big 11,it bnll
great
l,!ltlC
c r :111 ...·
~ fog log bag Yo tight light ride fat ,·nn !,I),
>--fll~!ll
~ fuss tilt wilt 6. niece cheese plea,c JI
10
 .........-
}
J),1/' IC
Scoring is as follows:
!-Correct 0- lncorrcct/lf scq11c11cc is nlterc, I
/).◄ NC
Scoring is us fo\\nws: 0--\ncorrcct Total score: 8
\-Correct 1
. 11..111, •• ,~ c 1iltl
rcs1S \llCSl"1 : • ' • •
.
Tota\scorc: 10 Rnp ·1<IN nm1ng , 1, - Arandomseq11cnccol. 35 p1ct11
· (I'~')
1. · I ·, ·1 ·1, ,,,.,\ le.
sI1011 Iclb e mstnictcd tt> name 11c p1 c111rcs · ,. ' '
. , •~·,,, )u h'. b1.·
11
Time tu ken to cnmrlctc ly name all the I"'· '·
Repetition •" of
o ""'' R•P ""'"" (W•P, - 1wort\, ,~,assci.""Thei•d
in each has" lll
"''"'
child "''I q1c,11 ,·'",rds1 .-"', flti
"' g I,''-,
''
"· noted.
the esa1nincr in the sa1nc seque nce.
~
fr) (@
) < Pin
~2. Cap
cal
sky tin ~
-· .... .
,
,®.
'
,~
J£el.
pick
~
Y. Mat crow
~
chair men
-©
~
4.
5. Pil
Rain pen
day
log shi 11
hul grape
.
'
Q
, . r--
wool sm1ke
6. Cow den
lion heel plot
@ (ID
~
7. Plank
© §) .r
I
Scoring is :is follows: "-- -· -
I-Correct
0- lncorrectllf sequence is altered r
Total score: 7
~ ~~ . © _Q
_,_ _
-®
I
~
h. NonwordRepelilion(NWrep)- 8 sumuli arc 111c\udcd ra n1:111~ f11 •m I '"
nonwords ,n each. The c111ld has lo rep
nonwords a!'lcr lhc [Link] 1cr in 1ht..: :-,·1
s,:quenci:.
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2. Lum
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6. Ranch
7. Horp
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1
\\forcl 11•.111. .·, c1, 11 cr11·i BJI.,,· tll _s.1,· ,\"11,·tli,r the· I' (),,51.,[Link] ASSESSMENT PROfolLE FOR JNDI /\N Cl·ll LDIU:~ t ll ,1•!Cl
cl 11,c ch1 < '· ·
111Pf( · (SOis)- prcsc111cd nn . ... , ,aJli,· ,, r d• ff,•rc11t :; pi .1<·1 1
8. sound 0iscri1nin:1t1oil ,v11rcls fthCp~II • ,II < •• nstitlll, 11', :,11,nul1,,! 1
O
J\:1n1C
?0 tc<t itc•"' en .
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,cctioil- Gra de
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. . ( ·1I jl:11· l)i\l~r, 111
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11,11. r,11· S:t11,c
,\)!e nt test ti1ne :inti Gender
. - - --1
Tested b )' l 11divi , 11 ,,1·s
l Mnxi 111u111 I
~l' I
Test domain
pr~1cti CC itCllls:
pig. Dig- Different
I Alphnbct Subtest

sen re
9
I
-
I. 10
Bat- 8:1t- S:11ne
1 Shape Copyi11g
Lake· Date- Different -·
Writing ~()
Test itcins:
/ ~ip- tip
1Y
1?/

Sic~ · sack
Pct-bet

J.
a. Spelling
b. Ha11dwriting Qunlity
s
---·-
Reading test 70
f.- Sidc- sidc Sit -;11 4.
\ )! n. Word Reading 10
Big-bog b. Non word Reading
\41 D:1111- nwd
/ Bed -bad \5. 1 t.:11d-a11d
Phonological Awareness
i SloW -SIIOW 16/
Shelled · shield s 20
Skil ls
z ri;h - fish
Halt -hall
\1 . 1 T1y-11c a. Rhy1ning test
b. Alliterution test
10 -
18., Ship• sheep
7~
Tilt -i ilt
Raw -war
19.
20. 1
ThmW - throw
!'lih. nip 6. Repetition
n. Word repetition
7
X -
Rip· rcnp b. Non word repetition
Tin1ct:ik:11 -
Rapid Ni 111i11g (RN )
Scoring is as follows: 7. 2il
0- 1ncorrect ..
I- Correct sound Qi'scriinin~tion
Tomi ~core: 20 8 209 -·--
(SDisl I
I
Tollll score ,.ill
I :,1,!ll,II ."
Hc1narl(s: IS
Si ~nawrc of clh1ician
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PROFILE FOR susGROUl'ING CHILD"'-" '"rt'lll'SI.E"''
~
AIISH GENESISAND GROWTH
-------
Poor pcrlormance in the following concepts
Suh, 11>1I\'
. .111 th~coun try inqw li ,\itllfl 1th•· id
· g·IS aprernlr.r Institute
• Nonworcl Repetition The All India Institu te of Speech and Hea nn
/Nonword Reading of Speech and Hearing. Established on 9• August 1965 as an autonomous ore,,11ir. , 1\II'
I ·,e ,, '°
manpower generation in the field, promoting research m,d providini: rehabilitation se ,. , in 1
/ Rhyming
Allitcr:11inn - --- Institute is located on a sprawling area of 39 acres (two campuses) u1 Mysore. Th,, 11. •'.! (('f •t:I ,;t
society under the Societies Registration Act XX\ of 1860 (Punjab Amendment Acl. 19., ; '"! i:·
II, ; Pi g
• Sound Discrimination Surl".1cc ',1:i>~r,Hli.
as an autonomous body under the negisof the Union Ministry of Health and Family \'.'el1.
Poor [Link] in the flll\uwini; ronccpts II ,
Established p,imarily as a training institute, it started training prr,1;rams al p,, ,tt 11_; I
/ Word Reading followed by [Link]. (Speech and Heming) in1968. The institute nowofle,sthreellip' .. m, ,,,
• Word Repetition Hearing Aids and Ear mould technology, Diploma in training ll11: 'roun~ lle,,,,,,g !;t., i l
,IS t,
.,,,.-Spelling Language, Hearing and Speech through distance mode: two graduate prot\r,1111·: B
I • Rapid Naming
I M,xet ~ -
Speech and Language Pathology([Link]-Sp. & Hg) and B.S. Eel. (Hen1,n((hnp;,111.1E•'ll): '
([Link]. in Aucliology, [Link]. in Speech-Language Pathology ancl M ~.Ed. in 111 "'!
l 'f.l
,I

!I ~
'li
· ·,•(1
~ Diploma courses (PG Diploma in Forensic Sciences ,,nd Tcch1101i,,:1. Cl111:~·,1 '..iu: · ·· r,
Poor performance in one or many ofthe tasks It, •
doctoral programs (Ph.D. in Audiology and Speech-Language Pathulu(!/): and Po, t)c,, F<:1
from both groups 1
institute also conductsshort-termtrainingand orientation programs rorprofc,;t.i ,110 ;,,:1 ·
AIISli is recognized as a reputed organization fortrnining manpo~cr In the hc!cl ors;. , •"" '· ,:HJ
ll t·t:l ' 11! ll~ J
related areas throughout the country. The institutehas beenrec0Cni1cd asa Ccn\,~ ro 1111 1 I 11C
of Deafness (WHO), as a Centre for Advanced Research (UGC) ind Js a Sd1,n.; ..... 1
1
S
id;;
(DST). The institute is affiliated lo the University of Mysore for the a.v;ml of dcgrr.t , . r· ,;i l .. iS
of the institute have the recognition of the Rehabilitation Council of \11dia. The fu,1c!•. :11', .JS
1
under the direction of the Executive Counci\wilh the llon'ble Union Miuislcr r.,, 1, ...,1: '\
the Chairman and the Hon'ble Minister of Health and Fami!y \'/elfarc, Govr.111111 ;1'. : ,
Clwirman. The other statutory bodies of the lustilute a,c the r,11.,11~c t:u11 ,1; ,
Committee. :h
The Dyslexia Assessment Profile for Indian Children (GAl'IC) was ,!r:~lopctl '"'. 11 ,, 11' ;!C
project funded by the AIISH research fund. The ass2ss111cnt prolili: c;,n u, '""' • l ·a!
Pathologists as a tool to profile those children who sh~w c!ilficulli~·, in p!1:i,.~l-,;,1e~-
tasks of literacy. All India Institute of Speech anu H""rin~
Manasagangolh1i, Mysore - 570 OOG
Phone: 0821-2514449/25154•16/ 2515805 fax: ~321-~5;05 :'.
Website: [Link]/SO!~ i11
E-mail: dir.Jcto1@'ailsh111)'Sor::.i:1
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