Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)

Rao, Chaitra; Sumathi, T. A.; Midha, Rashi; Oberoi, Geet; Kar, Bhoomika R.; Khan, Masarrat; Vaidya, Kshipra; Midya, Vishal; Raman, Nitya; Gajre, Mona; Singh, Nandini Chatterjee

doi:10.1007/s11881-021-00227-z

Cited by 20 publications

(8 citation statements)

References 35 publications

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“…An important consideration for this study was the use of assessments which were designed and validated for use with children in India. Subtests from the English version of the Dyslexia Assessment for Languages of India (DALI; Rao et al, 2021;Singh, 2015), as well as tasks (PhAB) developed by Cherodath and Singh (2015) were used.…”

Section: Methodsmentioning

confidence: 99%

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Patel

Torppa

Aro

et al. 2021

Computer Assisted Learning

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Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use rote-methods of literacy instruction.Objectives: We aimed to examine the efficacy of GraphoLearn (GL) English Rime, a computer-assisted reading intervention, in improving the foundational literacy skills of 1st and 2nd grade students who were attending an English medium school in India.Methods: A total of 136 students across 6 classrooms were randomly allocated to play either GL or a control math game over a 5-week intervention period. Students were pre-and post-tested on various English literacy skills using tasks built into the GL software as well as through oral and paper-based tasks.Results and Conclusions: Students who played GL showed significantly greater and faster development on in-game measures of letter-sound knowledge, rime unit recognition, and word recognition as compared to students who did not play GL. In addition, GL resulted in greater effects on these measures for students with stronger English literacy skills prior to the start of the intervention. No differences were found between groups on the oral and paper-based tasks.Implications: GL was able to quickly and effectively teach critical sub-skills for reading. However, a lack of effects on the out-of-game measures opens the door for further discussion on the successful implementation of such interventions.

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Section: Methodsmentioning

confidence: 99%

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Patel

Torppa

Aro

et al. 2021

Computer Assisted Learning

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show abstract

“…Children's literacy skills were assessed using the Dyslexia Assessment Battery from the Dyslexia Assessment for Languages of India (DALI-DAB) (Singh, 2015). The DALI-DAB is one of the first standardized and validated tools for the assessment of literacy skills in both Hindi and English, designed along similar lines as the Phonological Assessment Battery (PhAB; Frederickson et al, 1997), specifically for use in India (see Rao et al, 2021 for validation details). The DALI contains a separate battery for children in Grades 1-2 and Grades 3-5 to ensure that the tasks are developmentally appropriate, and the tasks were developed keeping in mind the orthographic properties of the respective language.…”

Section: Methodsmentioning

confidence: 99%

“…In their primary form, consonants are encoded with an inherent schwa vowel which is retained when the vowel appears in the word initial position. Otherwise, the schwa vowel can be replaced with other vowel sounds by placing vowel diacritics before, after, above, or below the consonant or syllable cluster (e.g., -/ku:/ = ; -/ mi:/ = ) (Rao et al, 2021). Thus, although each distinct akshara represents sound at the syllable-level, each syllable consists of distinct phonemic units.…”

Section: The Role Of Phonological Awareness In Readingmentioning

confidence: 99%

Understanding the role of cross-language transfer of phonological awareness in emergent Hindi–English biliteracy acquisition

Patel

Singh²,

Torppa

2022

Read Writ

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This study examined within and cross-language relations, and specifically, the role of phonological awareness (PA) skills in reading among young Hindi-speaking children (L1) who were learning to read English (L2) in Delhi, India. Data was collected from 143 children in Grades 1 and 2 using measures validated for this population. The analyses examined the associations between L1 and L2 PA and decoding, both within and across the two languages. The results showed that PA skills within each language significantly predicted decoding in that language. Furthermore, there was evidence of cross-language transfer with Hindi PA significantly predicting English word reading even after controlling for English PA. English PA also significantly predicted Hindi decoding, however, these effects decreased once Hindi PA was added to the model. These findings emphasize the important role that both L1 and L2 PA plays in reading among emergent Hindi–English bilinguals. The theoretical and practical implications of these findings on literacy instruction in India are discussed.

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“…Fortunately, multi-lingual tests are being developed that are normed on the Indian population. The Dyslexia Assessment for Languages of India (DALI) developed by the National Brain Research Center (Kalyanpur, 2020; Rao et al, 2021) is available in English, Hindi, Marathi, and Kannada. It is designed for primary grades and identifies students at risk for dyslexia.…”

Section: Learning Disabilities In Indiamentioning

confidence: 99%

Identification of Learning Disabilities in India: Current Challenges and Issues

Misquitta¹,

Panshikar

2022

Intervention in School and Clinic

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Research in learning disabilities (LD) in India is in its nascent stage, and it was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.

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Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)

Cited by 20 publications

References 35 publications

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

Understanding the role of cross-language transfer of phonological awareness in emergent Hindi–English biliteracy acquisition

Identification of Learning Disabilities in India: Current Challenges and Issues

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