. Table - 1 aealag of normal children on Brigance Diagnostic Inventory (Short form prepared for the Purposes of the test) a) Characteristics of the Sample (N=50) ‘Age e (in Months) ce. Education Class Performance Mean SD Boy. Girls__| UkG | UkG | 1 | Adequate | inadequate N%) | N%) [NG [Ne [Neal Ne N (%) 59.2 68 26 (52) 24 (48) | 17 (34)| 25 (50)|8 (16)| 48 (96) 2(4) b) Performance on Basic Skills of Brigance Inventory N % ‘Adequate (no difficulty) 47 94 Mild Difficulty 3 6 Table - 2 Performance of normal children on NIMHANS SLD Index (Level -I) a) Characteristics of the Sample (N = 35) ‘Age Sex Education (in Months) Mean sD Boys Girls 1st Std. N% N% N% 78.1 6.1 21(60) 14(40) 35(100) b) Performance on NIMHANS SLD Index (Level -!) Subtests i Writing of Capital | Writing of Small Teal : tatters Letters N % N % N % 24 (69) 94 27 7) Adequate (No Errors) | 33_| ‘ a 23) fa ay Few Errors [2 | & 125iti Writing of alphab Writing of Alphabet of alphabet preceeding a specific Succeeding a specific alphabet alphabet N % N a 24 ‘Adequate (No Errors) 27 7 6) Few Errors 8 (23) 1 Gi) Table (b) Continued. | Writing of Numbers | Writing of Number | — Writing of No, Gerially) Preceeding a Specific] Succeeding 3 Number, Specific Num ser N % N % N 5] Adequate (No Errors) 35 (100) 30 (85) 31 3) | Few Errors 0 (0) 5 (15) 4 (2) Table (c) Performance on NIMHANS SLD Index (Level-Il) ATTENTION: Number Cancellation (N-26) Mean sD Range ‘Adequate 32 105 (21.5 -42 ) (Correctly Cancelled) Numbers Wrongly Cancelled 1.0 23 (13-3 Numbers Omitted 5 8.94 34-13 }) Table (c) Continued... Reading Reading | (I Grade Text) Comprehen: 9" N-17) (1Grade) N= 7_| Adequate (No Errors) | N % N % : 8 (47) 3 (18) ew Errors 7 (41) | 64) Inadequate 2 (12) ul al Mean Errors (SD) 14 (06) Mean = (ut) Correct ; Range @7 = 2 (80) aa Table (c) Continued ..... 126ame Digit 5 ition i imple Digit ] Simple Digit Subtraction Multiplication Dhision. N % N % 1 @ [1 4 : 10 (48) | - s () | 40 (48) 7 correct (SD) | 20 _(66) en 40 (1.0) | 1.6 079) | 014 (0.2) pang G0 _- 50) [a - 23) [cor 03) Performance of typical 'Y growing children on NIMHANS SLD Index - Level - 1 Table - 3 a) Characteristics of the Sample (N = 20) iD Sex Education (in months) Boys Girls std. Mean sD. N% N% N% N% 90.0 5A 9 (47) 11153) 20 (100) Table b) Attention (Number cancellation) Mean sD Range Adequate (Correctly Cancelled) 39 7 (273-507) Numbers Wrongly Cancelled O7 25 (17-32) [Numbers Omitted 892 109 (19-198) Table (b) Continued... Tag RDN ing (I! Grade Text) Reading Comprehension Resemnel = 20 (WiGrade) N = 20 ry % N % 33) Ad 13 (65) SI c lequate (No Errors) ri (20) 10 (50) A (15) 4 “ay On Mean Correct (1.0) 15 (SD) 28 O72D Range (1.8 - 3.8) | ooo Table (b)Continued...Arithmetic Tests (N= 20) 127Graded G d Graded iraded raded Aaion Subtraction | Multiplication Division n | % N % N % N 4 |e] 1 12 (60) 12 (60) a ae 3 | ao | 8 | 40 | 12 | (60) | 10 - - 4 (20) 9 Inadequate : : 4 |e Mean Correct(SD) a6 | (0.1) | 45 | (5) | 3: 8) | 22 Range (4-47) (3.5 - 5.0) (1-47) (09-34 s as assessed on BGT (N = 20) Table (c) Visual Perceptual abilitie: Developmental (in Age ye: s) N % ‘Adequate (DA Equal to CA) 5 (25 ‘Above Average (DA is > CA) 6 (75 Mean DA (SD) a (13) Range (76 : 102 STANDARD III | Table - 4 | Number Cancellation Test N = 44 No. Correct No. Wrong No. Omitt: Mean 39.77 0.19 464 | sD 9.85 0.70 12.47 Table - 5 BENDER GESTALT TEST N = 39 Errors _ | Distortion | Rotation | Integration| Perseveration| Bender [Age Equi lent score (Month:)_| Mean 052 0.63 0.74 0 1.95 132.00 sD 098 0.96 0.99 0 1.65 41.30Table - 6 Simple Arithmetic N = 45 — DD |suB]suB|suB ADD IADD IAI MUL/MUL|MUL]Div|oiv [Div [MISC] MISC] MISC Co. | WR] OM | co |WR| om] co. | we] om] ow WR.|OM| co_| WR | OM ean] 476 | 0.11 | 0.02 |4.60[0.22|0.18]3.96 0.44 | 0.58 0.11 ]0.02|4.80] 1.96 | 0.36 | 1.64 bo [080] 0.32|0.15 |0.89/0.52[078/1 02 lo¢6 1.06 |0.75]0.30[0.84] 1.15 | 0.57 | 1.23 50_| Table - 7 GRADED ARITHMETIC N=45 G.ADD|G.ADD|G.ADD|G.suB|G.suB susie Mule mule mullepiv [epi |e co_| WR | OM | co | wR OM | co | wr | om co | OM | WR fean| 4.42 | 0.47 | 0.11 | 3.22 138 | 0.40 | 038 0.02 | 4.71 | 0.20 | 0.02 | 4.78 bo 1.01 | 0.76 | 0.75 | 1.59 | 437 1.29 | 1.21 | 0.15 | 1.04 | 094 | 0.15 | 1.04 . Graded -G Miscellaneous - Misc Addition - Add Correct - Co Subtraction - Sub Wrong - Wr Multiplication - Mul Omitted - Om Division - Div Table - 8 ACADEMIC SKILLS No, Adequate No. Inadequate 79% 21% 92% 8% STANDARD - IV Table -9 Number Cancellation Test N = 38 ~ ‘Number Correct Number Wrong | Number Omitted Mean 46.00 0.02, 15.53 10.32 0.16 26.47 129IG papeig - qo 10 - WO voneridnina - Wo Bum - wm UoRDengns papein - so Yau) - OD UORIPPY Papen - yo Sst x) 6eL LE BL BEL 0 020 0L0 0 90 9€0 as SOL 20L ave svo 99'L ee 0 40 or 0 sto sey ueew Wo uM oD Wo uM. o> Wo UM oD Wo uM. oD ao ao ao Wo WO wo so EP} so vo vo wo DILAWHLIY Gaqvu9 @L- F18VL ee | ez0 eel | 10 | eo] zeo] o 9€0 | 9€0] 0 ts'0 | Ls0 | 90 | o€0 20 as 's'0 | 200 | 9¥¢ | 200 | zoo cosy | 0 | sto|ser| o el | ser | 210 | 200 | erp ues Wo | ym | 02 | wo | um 0) | Wo | ym | od | wo YM | OD | Wo | um | oD UonIppy ajdwis SNOINVTIADSIN NOISIAIG NOLWONd LIN NOIVuLans NOlLiday Ly = N OWAWHLIYY JTdWIS LL - ayqey LS'by 9s" z0 £90 9s0 eh as SV6EL 207 200 v0 620 6e'L ueay (syjuow) 21095 auajeninb3 aby| Japuag Uonesanasiag | uonesBayuy YoRPIOY | UoNJO4SIq | s10123 ly = N dsal 1visa9 YaqNag@ OL- a]qey 1300 oo lv=N uojsusyaiduio5| 0 OOL Ly = N Buy eau % ayenbapeuy 18quinN % ayenbapy sequin \ STIDIS DINWAGVIV bl aiqel Id suonresy - 104 uonpenqns suoprel4 - Sd uoneoidiinyy suonzey = AW uonippy suonrely - V4 060 | 060 0 veo | zeo | ovo | €or | ovo | e€o | eel | 280 | OVO as we | 6z0 0 gxz | zoo | reo | 9sz | veo | zo | 6zz | Iso | ozo | YeeW wo | um | o> | wo | um | od | wo | um | od wo | um | 02 taa_\_ta3_| ta3_| nwa | nwa | nwa | _nsa | psa | sa | ava | avi | avs SNOILOVYS €L- Fav mSTANDARD -V TABLE - 15 NUMBER CANCELLATION TEST (SINGLE) N =40 Correct Wrong Omitted ~ 59.10 0.20 1043 —~ Mean “ SD 16.78 0.22 18.70 —~ | TABLE - 16 NUMBER CANCELLATION TEST (DOUBLE) N = 40 Correct Wrong Omit:ed >] Mean 60.08 0.68 7 sD 1247 1.19 52.) | Table -17 BENDER GESTALT TEST N = 38 Errors | Distortion | Rotation |Integration|Perseveration] Bender [Age | uivalen Score (ths) Mean 1.08 0.24 0.47 0.02 1.87 1847 sD 1.17 0.59 0.69 0.27 1.63 138 13295 cd GE=N _woWsuayasdwios us or 6E=N Buipeay % ayenbapeuj squNNY % ayenbapy JequNN STIS JINAGVIV 12 - a1qeL eet | eet | eco | tet | evo | sit | 960 | 680 | ero | o60 | oso | ovo as ect | set | coo | sco | eso | ect | evo | eet | seo | svo | evi | eve wea wo | um | o> | Wo | um | o> | wo | um | o> | Wo | uM | OD tai_| tai | taa | mwa | nw | nwa | asa | ss | nsa_| ava | avs | ava SNOILIVU4 O2- 318VL [lor [aot [ost [srt [ ret [ort | 0 | v90 | r90 | 0 | sso | sso as [sev | e60 | sez | o90 | est | eee | 0 | oso | osy | o | ez0 | eey ueaW wo | um | o> | wo | ym | o> | Wo | ym {| OD | WO | YM | OD as | ao | ap | wo} wo | wo] so | so | so | vo | wo | Wd DIWAWHLIV Gaqved 6L- F1aVL [azo [ero] eso] iso [seo [evo] o [oro] ovo] o | wo] iso} 0 | 00 ogo | as zoo] sro] se | vo | ool er] o | evo| esr] o | oj eev| o | 100) oor ueawn | wo lum | o> | wo] ym | o> | Wo | uM | OD | WO | uM | OD | Wo | BM | 0D law | w [ow [ita | ta | ta | aw | nw | ow | os | os | as | av | ov av DILIWHLIYY JId IS SL- 319VL 133Table 22 ¢ OF CHILDREN ON READING AND READING ORMANC! Pent COMPREHENSION TESTS i d (N =20), Vil Standard (N=20), Vill si ance of children studying in VI Standar -_ peony ik standard (20) on Reading and Reading Comprehension Tests. rd ‘Adequate Reading Adequate Comprehens, Stanilard (2-7 mistakes) (3-5 correct anor VI Standard N=18 | Vil Standard N=16 _| vill Standard —_] | Ix Standard | clude Guessing, Addition of a letter, Inability 0 use; jard are expected to read and compret nd their These children have to be tested base: onthei, (Frequently made errors in reading in phonetic cue).The children studying in X stand English text book without any major mistakes. curriculum. é SPELLING, WRITTEN EXPRESSION AND COPYING TASK Table 23 Performance of 1* standard children (N=36) on spelling, written expression and coy 1g ts Mean sD Rar y (Mear = SE) Schonell’s 12.9° 3.16 12 | (Total No. of Words= 100) Spelling _t Written expression 1441 6.79 12 (Correct Number of words written) Errors in written expression Spelling WwW 12 o- Omission 0.22 0.54 o (Grammar 141 0.87 12 Capital vs Small 0.1 0.23 0 Punctuation O11 052 o Reversal 0.1 023 9 Copying 19.4 34 18-20 Total No. of Words=20) 134Mean sD Range 5 i (Mean+2SE) Errors in copying Spelling 06 08 0-1 Omission 04 023 0 Grammar a 5 5 Capital vs Small ame ri a Punctuation Hi 13 a Reversal 02 04 0 Table 24 Performance of 2" standard children (N=29) on spelling, written expression and copying task Mean SD Range (Mean#2SE) Schonell's 23-93 10.69 20-28 {Total No. of Words= 100) Spelling Written expression 21.20 10.99 17-26 (Correct Number of words written) Errors in written expression Spelling 207 3.63 14 Omission 0.07 0.25 0 Grammar 027 059 ot Capital vs Small 0.24 0.57 0-1 Punctuation. 2.44 2.28 2-3 Reversal 0.03 0.18 0 Copying 32.96 0.19 32-33, (Total No. of Words=33) Errors in copying Spelling 1.07 1.49 12 Omission 024 063 0-4 Grammar 0.17 038 0 Capital vs Small e a 9 Punctuation 22 ea) 23 Reversal 0.10 04 0 135Performance of Table 25 * standard children (Ne 28) on spelling, written expre sion and copying task Mean so Range (Meansasey |Schonell’s | 3714 803 34-40 {Total No. of Words=100) Spelling \ a [Written expression | 2816 | 301 24-33 [Correct Number of words written) | _ “Errors in written expression ee — Spelling 158 | Omission 0.16 Grammar 1.67 [Capital vs Small 058 [Punctuation 1.87 4-3 [Reversal 0 0 Copying (Total No. of Words=47) 44.25 43-45 Errors in copying [Spelling 0.32 0.54 0-1 Omission 0.03 0.18 0 | Grammar 0 0 0 Gapital vs Small 0.17 0.39 o | Punctuation 0.67 1.38 0-1 | Reversal 0 0 0 | 136Table 26 performance of 4" standard children (N=31) on spelling, written expression and copying task Mean sD Range : (Meani2SE) Fated of Words=100) Spelling Er toed saa written expression 35.54 3.01 29-43 (Correct Number of words written) |grrors in written expression Spelling 1.64 2.00 1-2 Omission 035 0.67 0-1 Grammar 0.82 1.09 0-1 Capital vs Small 0.11 057 0 Punctuation 1.64 2.26 1-3 Reversal 0.03 0.18 0 Copying 38.22 430 37-40 (Total No. of Words=42) Errors in copying Spelling 0.35 0.75 0-1 Omission 0 0 0 Grammar 0 0 0 Capital vs Small 0.74 0.99 0-1 Punctuation 0.48 0.77 0-1 Reversal 0 0 0 137Table 27 standard children (N=38) on spelling, written expression and copying task Performance of 5" Mean sD Range ge peas (Mean+2sE) Schonell’s 50.97 16.88 46-57 (Total N — — ‘Written expression 55.57 30.45 46-66 (Correct Number of words written) Errors in written expression Spelling 1.78 1.52 1-2 | ‘Omission 0 0 0 Grammar 2.24 1.17. 23 [Capital vs Small 1.07 1.15 1-2 [Punctuation 2.15 2.44 13 Reversal 0 0 0 Copying 52.86 0.66 52-53 (otal No. of Words=53) Errors in copying Spelling 0.28 0.61 0-1 ‘Omission 0.2 0.77 0-1 Grammar 0 0 0 Capital vs Small 0.31 0.61 0-1 Punctuation 1.10 1.65 1-2 Reversal 0 0 0 138performance of 6" standard children (N=25) on spelling, Table 28 written expression and copying task Mean sD. Range Schonell’ ar aS iMestHEzSe) (otal No. of Words=100) Spelling E 51-65 itten expression femeet Number of words written) co 159 63-76 Errors in written expression Spelling 3.51 2.69 3-4 Omission 0.05 0.32 oO Grammar 3.72 2.40 3-5 (Capital vs Small 0.86 11 7 Punctuation 3.10 2.59 2-4 Reversal 0.02 0.16 0 Copying 66.64 19 66-67 (lotal No. of Words=67) Errors in copying Spelling 036 0.76 0-1 Omission oO o o Grammar 0 a o Capital vs Small 032 os) ot Punctuation we oul = 0 0 0 Reversal 139Table 29 Performance of 7* standard children (N=25) on spelling, written expression and copying tay, Mean sD Range (Mean+2se) Schonell’s 55.14 15.30 50-60 (Total No. of Words= 100) Spelling Written expression 80.76 22.13 72-90 (Correct Number of words written) Errors in written expression Spelling 12 1 12 Omission 0.08 0.27 0 Grammar 14 1.22 1-2 Capital vs Small 0.92 1.29 0-1 Punctuation 24 2.12 23 Reversal 0 0 0 Copying 83.5 3.22 82-84 (Total No. of Words=87) Errors in copying Spelling 1.0 0.52 0-1 Omission 0.98 3.20 0-1 Grammar 0 0 0 Capital vs Small 0.31 0.62 0-1 Punctuation 1.82 2.12 0-3 Reversal 0 0 0 140| CO a : Table 30 performance of 8" standard children (N=37) on spelling, written expression and copying task Mean sD Range Schonell’s (Mean+2SE) {total No. of Words=100) Spelling er |e 55-71 Written expression (Correct Number of words written) 97.44 3742 83-112 Errors in written expression Spelling 1.88 2.02 1-3 Omission 0.08 0.28 0 Grammar 276 235 oa Capital vs Small ise ae 3 Punctuation 248 196 23 Reversal 0 0 a Copying (Total No. of Words=110) 110 0 110 Errors in copying: no errors Table 31 performance of 9" standard children (N=30) on spelling, written expression and copying task Mean sD Range (Mean2SE) [Schonell’s (Total No. of Words=100) Spelling | _ 67.1 18.1 61-74 Written expression 99.4 368 85-114 (Correct Number of words written) Errors in written expression Spelling 1 13 1-2 Omission 0.2 05 0 Grammar 13 13 1-2 Capital vs Small 06 08 0-1 Punctuation 12 He ie Reversal 0 0 0 Copying (Total No. of Words=150) 145 25 143-149 Errors in copying No errors of spelling, omission, grammar, capital vs small, punctuation or reversal 141Performance of 10" standard children (N=34) on spelling task Table 32 Mean sD Range (Mean+2seE) Schonell’s 75.1 97 72-78 (otal No.of Words=100) Spelling *Norms were not collected for 10 standard children on copying and written expression. These children’s are expected to copy and write without any major mistakes. These children have to be tested based on their curriculum, Table 33 Performance of children studying in V Standard (N=15), VI standard (N=18), VII Standare (N=18), Vill standard (N=15),on Fractions test (Total=12 sums). (N=30) on Math Test (Total=65 sums). Performance of children (Pursuing State syllal Standard Mean ‘SD Range (M+1SD) V standard 1.07 0.6 0-1 Vi standard 490 12 4-6 Vil standard 61 1.2 5-7 Vill standard 11.02 0.94 10-12 | Table 34 bus) in VIII standard (N=37) and IX standard Standard Mean sD Range (M2SE) Vill standard 10.20 5.92 8-12 IX standard 205 9.56 17-24 *Norms were not collected for 10 on their curriculum. 142 standard children. These children have to be tested basedaa Table 35 performance of children (pursuing CBSE syli {i Standard (N=18), on Fractions test (Totalet2 wm et (Nai2) Vise cet Standard Mean oy GE Mz15D) v standard 2.09 08 { a a vistandard 5.89 7.90 a vitstandard 1047 a = Table 36 Performance of children (Pursuing CBSE syllabus) in VI standard (N=20) )), VII standard (N=22), Vill standard (N=24), IX standard (N=26) and X standard (N=20) on Math Test (Total=65 sums). Standard Mean sD Range (Ms2SE) Vi standard 755 2.26 5-10 vil standard 18.15 3.22 15-22 Vill standard 21.34 3.10 18-25 IX standard 30.81 2.32 28-33 X standard 30.76 3.56 27-35 Anote on norms of performance for spelling, writing and mathematics test Regarding interpretation of scores, it is noted that the range of scores (Mean + 2SE) between class level is not continuous. For instance, on Schonell’s Spelling List, a child might have a score that falls between class levels. For e.g. a score of 30 falls between the range mentioned for standard II and standard IIL. As the score falls closer to the range mentioned for standard II, the child is said to perform at standard II level. In cases where the child’s score fall in an overlapping range of scores between standards (e.g. between standard V: Range of 46-57; standard VI: Range of 51-65, standard VII: Range of 50-60), the child might be described as performing at the higher standard level. E.g, If the child’s score is 53, she might be described as performing at standard VII level.It is recommended that if'a child of standard V and above performs adequately on Arithmetic subtest (i.¢., no evident Arithmetic disability), the mathematics test of statement sums may also be administered. The child’s performance on the statement sums can be described, and his performance can be compared to norms. Compared to previous norms, children in the current standardization samp: have not performed well in fraction test. ‘The performance on the stateme: sums test is also very low. The results are similar to the trend seen in the ASE survey of 2017, which indicate that the performance of students in Grade 5 an Grade 8 in arithmetic in 2014-15 was found to be very low compared to th performance of sample studied in 2007-2008 (Pratham, 2006, 2017). Researc on various factors that influence mathematical abilities, especially in middi and high school children, would throw more light on these results.