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    Dyslexia Assessment For Languages of India (DALI) : October 2015

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    Dyslexia Assessment For Languages of India (DALI) : October 2015

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    Shaheen Alvi
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    Dali

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    Dyslexia Assessment For Languages of India (DALI) : October 2015

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    Shaheen Alvi

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    © All Rights Reserved
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    Dyslexia Assessment for Languages of India (DALI)

    Method · October 2015


    DOI: 10.13140/RG.2.2.14696.32005

    CITATIONS READS

    3 7,751

    12 authors, including:

    Chaitra Rao Vishal Midya


    National Brain Research Centre Icahn School of Medicine at Mount Sinai
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    DALI is the first screening and assessment tool for dyslexia in regional Indian languages.
    DALI is developed at National Brain Research Centre and this study was supported by
    Department of Science and Technology. Nearly 1 in 6 children has reading problems.
    Dyslexia is a hidden learning disability wherein children fail to achieve reading skills in
    regular classroom settings. Dyslexia has a biological basis and occurs because of differences
    in brain wiring. Children in India receive education at school in at least 2 languages. It is
    necessary that the assessment of dyslexia be carried in all languages that the child is exposed
    to. India, the diagnosis of dyslexia has been incomplete because of the absence of
    standardized, validated assessment tools in regional Indian languages. DALI (Dyslexia
    Assessment for Languages of India) contains screening tools for school teachers and
    assessment tools for psychologists to identify dyslexia. The tools are currently available in
    four languages as detailed below. Extension to other languages is in process.

    The DALI assessment and screening tool for Hindi, Marathi, Kannada and English is
    available for clinical use at the following website http://14.139.62.11/DALI/index.php

    Copyright Information

    © Nandini C Singh, National Brain Research Centre, 2015

    All rights reserved including translation. No part of this publication may be reproduced or
    transmitted in any form or by any means, electronic or mechanical, including photocopying,
    recording or duplication in any information storage and retrieval system, without prior
    permission in writing from the publishers and may not be photocopied or reproduced.

    Published by the National Brain Research Centre

    National Brain Research Centre, Manesar, Gurgaon, Haryana

    Illegal photocopying is theft and may result in prosecution.


    Foreword
    The Dyslexia Assessment for Languages of India (DALI) is a comprehensive screening and
    assessment battery for children with or at risk for dyslexia, between the classes of 1 to 5 and
    consists of the following –

    • Screening tool for Dyslexia with instructions for administration (Four languages English,
    Hindi, Kannada, Marathi)

    • Language Assessment Battery in four languages (English, Hindi, Kannada, Marathi)

    • Manual for Language Assessment Battery

    • Recommendations for Intervention

    According to a recent ruling of the Delhi High Court (5th September 2012) all government,
    private and public schools are mandated to equip themselves to handle children with various
    disabilities including learning disability. In addition, Specific Learning Disability or SLD has
    been recently included in the Person with Disabilities Act. In view of the above and the fact
    that schools across the country are ill-equipped to identify children with learning disabilities,
    a screening tool and a Language Assessment Battery in four languages (English, Hindi,
    Kannada and Marathi) for children between 5-7 years (classes 1 and 2) and 8-10 years
    (classes 3, 4 and 5) have been developed and validated to identify children with dyslexia.
    Since learning is primarily accomplished in the school environment a screening tool that
    could be administered by school teachers has been developed.

    This package was developed at the National Brain Research Centre (PI- Nandini Chatterjee
    Singh) in India, under the aegis of a project supported by the Department of Science and
    Technology, Government of India.

    It was standardized and validated across four languages (Hindi, Marathi, Kannada and
    English) across schools at five centres (4000 children from classes 1-5), Orkids Centre for
    Learning Disabilities (Co-PI, Geet Oberoi), Delhi, Centre of Behavioural and Cognitive
    Sciences (Co-PI, Bhoomika Rastogi Kar), University of Allahabad, Allahabad, Maharshtra
    Dyslexia Association (Co-PI, Kate Currawala), Mumbai, Dr. Shanta Vaidya Memorial
    Foundation (Co-PI, Kshipra Vaidya), Pune, and All India Institute of Speech and Hearing
    (Co-Pi, Prema Rao), Mysore. Details of the validation and standardization are provided in the
    assessment manual.

    Nandini Chatterjee Singh


    List of Contributors

    A team comprising of clinical psychologists, special educators, language experts and leading
    academicians developed the tests comprising the Dyslexia Assessment for Languages of
    India (DALI). They were

     Chaitra Rao, Rashi Midha, Vishal Midya, T.A Sumathi, Nandini Chatterjee Singh
    (National Brain Research Centre, Manesar)
     Geet Oberoi (ORKIDS, New Delhi)
     Bhoomika Kar (Centre for Behaviour and Cognitive Sciences, University of Allhabad,
    Allahabad)
     Kate Currawala and Masarrat Khan (Maharashtra Dyslexia Association, Mumbai)
     Prof. Prema Rao and Shailaja Shukla (All India Institute of Speech and Hearing, Mysore)
     Kshipra Vaidya (Dr. Shanta Vaidya Memorial Foundation, Pune)

    We would like to acknowledge the help and support of principals and teachers from various
    schools, the Kendriya Vidyalaya Sanghatana, special educators, parents and most importantly
    numerous children. We also acknowledge the various psychologists and staff from all the
    participating institutions for their support and participation in this project.

    Finally we would like to acknowledge Prof. P. N Tandon, Former Chairman of the Cognitive
    Science Initiative of Department of Science and Technology, India for recommending this
    initiative, Prof. Subrata Sinha, Current Chairman of the Cognitive Science Initiative and
    Director, National Brain Research Centre, Manesar for encouragement and administrative
    support and Dr. Rajesh Sagar, Professor of Psychiatry, All India Institute of Medical
    Sciences, New Delhi for clinical advice. Last, but not the least, we would like to
    acknowledge and thank Dr. H.B Singh and the Cognitive Science Initiative, Department of
    Science and Technology, Government of India for financial support towards building an
    inclusive and better world for our children.

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