RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

DISSERTATION PROPOSAL

“A study to evaluate the effectiveness of self instructional module on

knowledge regarding dyslexia among primary school children teachers

working in selected primary schools at Bellary.”

SUBMITTED BY-

MISS. MAIBAM RANJEETA DEVI

FIRST YEAR M.SC. NURSING

[PSYCHIATRIC]

INDIAN COLLEGE OF NURSING

BELLARY

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

SYNOPSIS PROFORMA FOR REGISTRATION OF SUBJECT FOR

DISSERTATION

1 NAME OF THE

CANDIDATE AND

ADDRESS

MISS. MAIBAM RANJEETA DEVI

FIRST YEAR M.SC. NURSING

[PSYCHIATRIC]

INDIAN COLLEGE OF NURSING

BELLARY

2 NAME OF INSTITUTE INDIAN COLLEGE OF NURSING

BELLARY

3 COURSE OF STUDY AND

SUBJECT

FIRST YEAR M.SC. NURSING

[PSYCHIATRIC]

4 DATE OF ADDIMISSION TO

COURSE

16TH JUNE 2009

5 TITLE OF THE STUDY “A study to evaluate the effectiveness of

self instructional module on knowledge

regarding dyslexia among primary

school children teachers working in

selected primary schools at Bellary.”

6. BRIEF RESUME OF THE INDENTED WORK

Introduction:

Specific developmental disorders are early onset condition characterized by an inadequate

development in usually one specific area of functioning. The deficit in functioning may be in

scholastic skills, speech, language and motor skills. This may include developmental reading

disorder, developmental language disorder, developmental arithmetic disorder or articulation

disorder or, developmental co-ordination disorder etc. Sometimes, more than one developmental

disorder is present. In 10th edition of international classification of disease [ICD-10], Dyslexia

comes under the categories of specific development disorder.

Dyslexia also known as Alexia, Reaching backwardness, Learning disability, Specific reading

disability and Developmental word blindness. Dyslexia is significant impairment that interferes

with academic achievement or with activities of daily living that requires reading skills. Faulty

reading with omission, addition, distortation of words, impaired sound disabilities, poor recall

and difficult in managing letters are the common problem of the children with Dyslexia.

Frustration and depression are the common complication with the dyslexia.

A neurological deficit is in right cerebral hemisphere is thought to be responsible for the

specific developmental disorder of the scholastic skills. The accurate etiology is not known but

any trauma, brain disorder, to an extant genetic origin, and cognitive defects may also result in

the problem. Heredity and temperamental characteristics may play some role.

Dyslexia is the specific developmental disorder in children may cause impairment in

academic functioning at school, especially when language is affected or impairment in the daily

activities. It is manifested during the first grade of school. It occurs in 2 to 8% children and is

about 2 to 4 times in boys than in girls.

6.1 NEED FOR THE STUDY

Dyslexia is common disorder of childhood. Yet, it often remains unrecognized and

undiagnosed until or after late preschool age because of lack of appropriate tools. Developmental

screening and specifically for dyslexia have not been available. Primary school teachers have an

important role in early recognition and evaluation of dyslexia. They usually are the 1 st point of

contact for parents. It is important that primary school teacher should be able to recognize the

sign and symptoms of dyslexia in order to improve the prognosis.4

A study was conducted on accuracy of teacher assessments of children at risk of dyslexia.

This study examined the accuracy of teacher assessments in screening for reading disabilities

among students of English as a second language (ESL) and as a first language (L1). Academic

and oral language tests were administered to 369 children (249 ESL, 120 L1) at the beginning of

Grade 1 and at the end of Grade 2. Concurrently, 51 teachers nominated children at risk for

reading failure and completed rating scales assessing academic and oral language skills.

Scholastic records were reviewed for notation of concern or referral. Results indicated that

teacher rating scales and nominations had low sensitivity in identifying ESL and L1 students at

risk for reading disability at the 1-year mark. Relative to other forms of screening, teacher-

expressed concern had lower sensitivity. Finally, oral language proficiency contributed to

misclassifications in the ESL group.5

A study was conducted on the teachers' attitudes about dyslexia. The purpose of this study

was to probe teachers' attitudes at a prestigious School. Four hundred and eight primary school

teachers responded to a survey asking about their attitudes toward dyslexia. Teachers expressed

strongly positive attitudes toward the construct of dyslexia, with the majority expressing

confidence in their ability to support dyslexic pupils. Females held significantly more positive

attitudes toward dyslexia than males, but there were no significant differences. Teachers who

took the survey before and after teaching demonstrated some small but significant changes in

attitude scores over that time. It is proposed that a new breed of teachers may be entering the

teaching profession with positive beliefs about their ability to help dyslexic pupils, but who

remain unclear as to how this can be accomplished. Some implications for action and

suggestions for future research are provided.6

A study was conducted on academic learning problems and Rorschach indices. This study

compared the Rorschach responses of Spanish children who were and who were not judged by

their teachers to be experiencing significant reading problems. With controls exacted on gender,

social class, chronological age, and IQ, the responses of 15 pairs of subjects were examined;

group differences in perceptual accuracy, self-concept, and reactivity were assessed. The studies

involving profiles of learning disabled and non learning disabled subjects, despite some

differences being small, responses of children with reading problems were characterized by

lower perceptual accuracy and lower self-concept; inconsistent findings appeared on measures of

reactivity. Empirical problems in conducting cross-cultural investigations with the Rorschach are

discussed.7

Early interventions for children with dyslexia are a complex topic. Early interventions

programmes are beneficial for children with dyslexia. This improves developmental functioning

and decrease maladaptive behaviors. Identification of children with dyslexia can be better done

by primary school teachers, as children spent most of their wakeful hours in the school.8

6.2 REVIEW OF LITERATURE

The purpose of a research literature is to assemble knowledge on a topic. Literature review

helps in the identification of research problem, development of hypothesis, identification of

suitable designs, data collection method and it also provides knowledge about data analysis and

interpretation.9

A study was conducted on the orthography in primary schools where most of the students

found very hard in learning spelling more than reading. Two methods of teaching spelling to

dyslexic children are compared. The first involved pictograms (specially drawn pictures) for use

when alternative spellings are possible. This is referred to as the 'PICTO' method. The second

was in effect a combination of two traditional methods: the first involved the teaching of letter-

sound correspondences in a multisensory way; the second involved the use of concepts derived

from linguistics, the children being taught the derivations of words and shown how the same root

morphemes, derivative morphemes, etc., were consistently represented by the same spelling

pattern. This combination of methods is referred to as 'TRAD', signifying 'traditional'. There

were 15 subjects in the study, aged between 3 and 8 years. Four different teachers, each using

both PICTO and TRAD, took part in the teaching sessions. The PICTO method proved

considerably more effective.10

A study was conducted on Predictive assessment of reading of primary school children. Study

1 retrospectively analyzed neuropsychological and psycho educational tests given to N=220 first

graders, with follow-up assessments in 1st and 4th grade. Four predictor constructs were derived:

(1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word

Reading. Together, these accounted for 88%, 76%, 69%, and 69% of the variance, respectively,

in 1st, 3rd, 4th grade. When Single Word Reading was excluded from the predictors, the remaining

predictors still accounted for 71%, 65%, 61%, and 65% of variance in the respective outcomes.

Secondary analyses of risk of low outcome showed sensitivities/specificities of 93.0/91.0, and

86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of

actual first grade. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for

predicting the bottom 15% and 30% of actual third grade outcomes; 4th grade outcomes had

sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively, for the bottom 15% and 30%

of actual 4th grade scores. Study 2 cross-validated the concurrent predictive validities in an

N=500 geographically diverse sample of late kindergartners through third graders, whose ethnic

and racial composition closely approximated the national early elementary school population.

New tests of the same four predictor domains were used, together taking only 15 minutes to

administer by teachers; the Reading standard score was the concurrent criterion, whose testers

were blind to the predictor results. This cross-validation showed 86% of the variance accounted

for, using the same regression weights as used in Study 1. With these weights,

sensitivity/specificity values for the 15% and 30% thresholds were, respectively, 91.3/88.0 and

94.1/89.1. These validities and accuracies are stronger than others reported for similar intervals

in the literature.11

A study was conducted to examine the word-structure knowledge of novice teachers and the

progress of primary school children tutored by a subgroup of the teachers. Teachers' word-

structure knowledge was assessed using three tasks: graphophonemic segmentation,

classification of pseudo words by syllable type, and classification of real words as phonetically

regular or irregular. Tutored primary school children were assessed on several measures of basic

reading and spelling skills. Novice teachers who received word-structure instruction

outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored

primary school children improved significantly from pre-test to post-test on all assessments.

Teachers' post-test knowledge on the graphophonemic segmentation and irregular words tasks

correlated significantly with tutored primary school children's progress in decoding phonetically

regular words; error analyses indicated links between teachers' patterns of word-structure

knowledge and children's patterns of decoding progress. The study suggests that word-structure

knowledge is important to effective teaching of word decoding and underscores the need to

include this information in teacher preparation.12

A study was conducted on Prevalence and clinical characteristics of dyslexia in primary

school students. BACKGROUND: Dyslexia is the most common subtype of learning disabilities

with a prevalence ranging from 5-10 per cent. The central difficulty in dyslexia is the

phonological awareness deficit. The authors have developed a screening test to assess the reading

ability of Thai primary school students. OBJECTIVE: 1. to study the prevalence of dyslexia in

first to sixth grade students. 2. To study the clinical characteristics such as sex, neurological

signs, verbal intelligence and co morbid attention deficit hyperactive disorder (ADHD) of the

dyslexia group. RESULTS: The prevalence of dyslexia and probable dyslexia were found to be

6.3 per cent and 12.6 per cent, respectively. The male to female ratio of dyslexia was 3.4:1. The

dyslexia group had significantly lower Thai language scores than those of the normal group (p <

0.05). The entire dyslexia group had a normal grossly neurological examination but 90 per cent

showed positive soft neurological signs. Mean verbal intellectual quotient score in the dyslexia

group assessed by using Wechsler Intelligence Scales for Children--Revised was 76 +/-7. The co

morbid ADHD was 8.7 per cent in the dyslexia group. CONCLUSION: Dyslexia was a common

problem among primary school students in this study. Further studies in a larger population and

different socioeconomic statuses are required to determine the prevalence of dyslexia in the

general population. The authors suggest evaluating the reading ability carefully by using a test

that can detect phonological awareness deficit in all children who have learning problems.13

A study was conducted on the Routine ultrasonography in utero and school performance at

age 5-8 years. Most fetuses in developed countries are exposed in utero to diagnostic ultrasound

examination. Many pregnant women express concern about whether the procedure harms the

fetus. Since most routine ultrasound examinations are done at weeks 16-22, when the fetal brain

is developing rapidly, effects on neuronal migration are possible. We have sought an association

between routine ultrasonography in utero and reading and writing skills among children in

primary school. At the age of 5 or 8 years, children of women who had taken part in two

randomized, controlled trials of routine ultrasonography during pregnancy were followed-up.

The women had attended the clinics of 60 general practitioners in central Norway during 1979-

81. The analysis of outcome was by intention to treat: 92% of the "screened" group had been

exposed to ultrasound screening at weeks 16-22, and 95% of controls had not been so exposed,

but there was some overlap. 2428 singletons were eligible for follow-up, and the school

performance of 2011 children (83%) was assessed by their teachers on a scale of 1-7; the

teachers were unaware of ultrasound exposure status. A subgroup of 603 children underwent

specific tests for dyslexia. There were no statistically significant differences between children

screened with ultrasound and controls in the teacher-reported school performance (scores for

reading, spelling, arithmetic, or overall performance). Results from the dyslexia test sample

showed no differences between screened children and controls in reading, spelling, and

intelligence scores, or in discrepancy scores between intelligence and reading or spelling. The

test results classified 21 of the 309 screened children (7% [95% confidence interval 3-10%]) and

26 of the 294 controls (9% [4-12%]) as dyslexic. The risk of having poor skills in reading and

writing was no greater for children whose mothers had been offered routine ultrasonography than

for those whose mothers had not been offered the procedure.14

A study was conducted on school achievement and failure due to dyslexia in very low birth

weight children. The extent to which low birth weight confers a risk for poor school function

remains an important question. Children (N = 1868) in four birth weight categories [extremely

low birth weight (ELBW; children weighed < or = 1000 g at birth, n = 247), other very low birth

weight (1001 through 1500 g, n = 364), heavier low birth weight (1501 through 2500 g, n = 724),

and normal birth weight (NBW > 2500 g, n = 533)] were compared on indicators of school

achievement which included grade failure, placement in special classes, classification as

handicapped, and math and reading achievement scores. Our results indicate that as birth weight

decreases, the risk for dyslexia, the prevalence of grade failure, placement in special classes, and

classification as handicapped increases, even when controlling for maternal education and

neonatal stay. Moreover, ELBW children score lower than all other birth weight groups on math

and reading achievement tests. Even among children with IQ scores above 85, ELBW children

still obtain lower math scores than NBW children, suggesting the potential for future educational

needs.15

A study was conducted to screening for dyslexia with teacher rating scales. The purpose of

the study was to investigate the use of teacher assessments in screening for dyslexia. In a

longitudinal study, 603 children were rated by their teachers in the second grade (age 5 to 9

years), and the ratings were correlated with examinations of reading, spelling, and intelligence in

the third grade. The third-grade tests for reading, spelling, and intelligence classified children

into groups with low achievement and dyslexia, and these two groups were compared with

normally achieving children. The accuracy of teacher assessments, measured with correlation

analysis, ROC curves, and kappa indices, showed that teachers were quite accurate in their

judgment of low achievement, but somewhat less efficient in their judgment of specific reading

difficulties.16

A study was conducted on the sources and manifestations of stress amongst primary school-

aged dyslexics, compared with sibling controls. All school children experience stress at some

point in their school careers. This study investigates whether dyslexic children, by way of their

educational and social difficulties, experience higher levels of stress at school. The School

Situation Survey was used to investigate both the sources and manifestations of stress amongst

dyslexic children and non-dyslexic sibling controls. Samples were broken down by gender, age

and the size of families. Results suggest significant differences between the groups, with

dyslexics in academic years 3-5 experiencing the highest stress levels, specifically in interactions

with teachers, worries over academic examinations (SATs) and performance testing, causing

emotional (fear, shyness and loneliness) and physiological (nausea, tremors or rapid heartbeat)

manifestations. Results also suggest that dyslexics in larger families (3-4 sibling families)

experience greater stress in interactions with their peers, than those in smaller families (two

sibling families)--possibly from unfair sibling comparison.17

A study was conducted on the Instrument for locating students with suspected dyslexia. The

instrument to locate students with dyslexia was developed to create equality and uniformity, so

that such difficulties could be spotted independently of socialization factors, teachers and parents

to whom the student had been exposed. The instrument was developed on the basis of research

that defines the reading rate of students with reading disabilities in words per minute, the

minimum number of errors for locating writing disabilities, and the number of answers and lines

a student uses to reconstruct the content of a passage adapted to his or her age level. The research

carried out in order to construct the instrument is the first to attempt to quantify disability and on

this basis to construct an instrument to locate students with disabilities in reading, writing and

visual recall. The procedure can be carried out for a whole class in a single lesson period. One

indirect conclusion from the research is that disability indicators remain with the learning

disabled regardless of time since diagnosis or remedial help. Other implications related to

combining the quantity component in diagnoses of degrees of difference in the disability

identified, and in extra examination time for the learning disabled. The instrument should solve

the problem of locating students with difficulty reading, writing or in visual recall, due to

disability. Students thus identified will be directed to individual diagnosis to find out whether

their difficulties are primary or secondary (e.g. a new immigrant who still has trouble with

Hebrew). A personal corrective programme can then be constructed.18

A study was conducted on Kindergarten risk factors, cognitive factors, and teacher judgments

as predictors. This study focused on the predictive value of risk factors, cognitive factors, and

teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading

failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language

therapy, history of dyslexia or speech-language problems in the family, and the role of gender

were considered. None of these risk factors were significantly related to reading performance.

Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword

repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with

reading. Kindergarten teachers' judgments, including a task assignment scale and teachers'

predictions, demonstrated a significant relationship with reading. Finally, to judge whether these

predictors could identify reading disabilities, the discriminatory power of all predictors was

assessed and appeared to be insufficient. Implications for screening purposes are discussed.19

6.3 STATEMENT OF THE PROBLEM

“A study to evaluate the effectiveness of a self instructional module on knowledge regarding

dyslexia among preschool children teachers working in selected primary schools at Bellary.”

6.4 OBJECTIVES OF THE STUDY

The objectives of the study are to:

1. Assess the knowledge of primary school teachers regarding dyslexia in children.

2. Prepare a self instructional module on dyslexia for primary school teachers.

3. Evaluate the effectiveness of the self instructional module on dyslexia for primary school

teachers.

4. Determine association between the mean pre test knowledge scores of primary school

teachers regarding dyslexia & selected Sociodemographic variables.

6.5 HYPOTHESIS

H1: The mean post test knowledge scores of primary school teachers’ regarding dyslexia is

significantly higher than their mean pre test knowledge scores.

H2: There is significant association between the mean pre test knowledge scores of the primary

school teachers and the selected socio demographic variables.

6.6 OPERATIONAL DEFINITION OF TERMS

Evaluate:

It refers to the findings of the value of a self instructional module on knowledge regarding

dyslexia among preschool children for teachers.

Effectiveness:

It refers to the desired changes brought about by self instructional module as measured in

terms of significant knowledge gain in post test and graded as adequate, moderately adequate

knowledge.

Self instructional module:

It refers to a booklet prepared by the investigator which contains information about various

aspects of dyslexia.

Dyslexia:

In this study, it refers to a specific developmental disorder manifested by learning disorder,

abnormal reading and weighting development in child. The symptoms of which include Faulty

reading with omission, addition, distortation of words, impaired sound disabilities, poor recall

occurring between the ages of 3-6 years.

Primary school teachers:

In this study it refers to the qualified professionals teaching children in the primary schools.

6.7 ASSUMPTIONS

The study is based on the following assumptions:

1. Primary school teachers can recognize developmental deviation in children.

2. Self instructional module is an accepted teaching strategy that can enhance the

knowledge of Primary school teachers regarding dyslexia.

3. Early identification and appropriate intervention improves the outcomes in children with

dyslexia.

6.8 DELIMITATIONS

The study is delimited to:

1. Assessment of knowledge only as the correct responses given to the items in the

knowledge Questionnaire.

2. Primary school teachers working in selected settings.

7. MATERIAL AND METHODS

7.1 SOURCE OF DATA:

Primary school teachers

7.2 METHODS OF DATA COLLECTION

Research method - pre experimental method

Research design - one group pre test and post test design

Sampling technique - purposive sampling

Sample size - 50 primary school teachers

Setting of study - selected primary schools in Bellary

7.2.1 CRITERIA FOR SELECTION OF SAMPLE

INCLUSION CRITERIA

This study includes primary school teachers who are:-

1. Working in selected settings.

2. Willing to participate.

3. Available at the time of data collection.

EXCLUSION CRITERIA

This study may exclude primary school teachers who:-

1. Have attended seminars or work shop on dyslexia.

2. Are not available at the time of data collection.

7.2.2 DATA COLLECTION TOOL:

A structured knowledge questionnaire will prepare to assess the knowledge of primary school

teachers regarding dyslexia. A self instructional module will also be prepared regarding

dyslexia. Content validity of the tool will be ascertained in consultation with guide and experts

from various fields like Psychiatric nursing, Psychiatrists and psychologists.

Reliability of the tool will be established by split half method. Prior to the study, written

permission will be obtained from the concerned authority. Further consent will be taken from the

primary school teachers regarding their willingness to participate in study. The tentative period

for data collection will be March 2010.

7.2.3 DATA ANALYSIS METHOD

Data analysis will be done by using descriptive and inferential statistics Mean, Median,

Frequency, and Percentage distribution will be used for descriptive data analysis. A ‘t’ test will

be done to comparativeness of the Self instructional module. A chi square test will be done to

find out the association between the mean pre test knowledge score and the selected

demographic variables.

7.3 DOES THE STUDY REQUIRE ANY INTERVENTIONS OR

INVESTIGATIONS TO BE CONDUCTED ON PATIENTS OR OTHER

HUMAN OR ANIMAL?

Only a Self instructional module on dyslexia will be used, no other invasive physical or

laboratory procedures will be done on the samples.

7.4 HAS ETHICAL CLEARANCE BEEN OBTAINED?

1. Confidentiality and anonymity of the subjects will be maintained.

2. Consent will be obtained from the samples regarding their willingness to participate.

3. A written permission from institution authority will be obtained.

8.BIBLIOGRAPHY

1. Niraj Ahuja. A Short Textbook of Psychiatry.6th ed. New Delhi: Jaypee

Brothers;2006. P. 175

2. R. Baby. Psychiatric Nursing. 2nd ed. Indore: NR Brothers;2003. P. 234.

3. Lalit Batra. Short Textbook of Psychiatric For Undergraduate Student. 1st ed .

Delhi: Peepee Publisher;2006. P.166.

4. Garcia-Primo P, Martin-Arribus MC, Ferrari-Arroyo MJ, Boada L. Autism, The

big unknown. Georgian Medical News. 2008 Mar;(156): 9-14.

5. Limbos MM, Geva E. A study was conducted on accuracy of teacher

assessments of second-language students at risk for reading disability. J Learn

Disabil. 2001 Mar-Apr;34(2):136-51.

6. Gwernan-Jones R, Burden RL. A study was conducted on theteachers' attitudes

about dyslexia. Dyslexia. 2009 Jun 25.

7. Rodriquez-Sutil C, Calonge I, Scott R. A study was conducted on academic

learning problems and Rorschach indices. Percept Mot Skills. 1992 Jun;74(3 Pt

1):771-8.

8. Rogers SJ, Vismara LA. Evidence based comprehensive treatment for early

dyslexia. Journal of Clinical Child Adolescent Psychology. 2008 Jan; 37 (1) 8-38.

9. Polit F Denise, Hungler P. Bernadette, Nursing Research Principal and Method.

7th ed. Philadelphia: J.B. Lippincott Company; 2004. P. 1-5, 104-109, 194.

10. Mavrommati TD, Miles TR. A pictographic method for teaching spelling to

Greek dyslexic children. Dyslexia. 2002 Apr-Jun;8(2):86-101.

11. Wood FB, Hill DF, Meyer MS, Flowers DL. A study was conducted on Predictive

assessment of reading. Ann Dyslexia. 2005 Dec;55(2):193-216.

12. Spear-Swerling L, Brucker PO. Preparing novice teachers to develop basic

reading and spelling skills in children. Ann Dyslexia. 2004 Dec;54(2):332-64.

13. Roongpraiwan R, Ruangdaraganon N, Visudhiphan P, Santikul K. A study was

conducted on Prevalence and clinical characteristics of dyslexia in primary school

students. J Med Assoc Thai. 2002 Nov;85 Suppl 4:S1097-103.

14. Salvesen KA, Bakketeig LS, Eik-nes SH, Undheim JO, Okland O. A study was

conducted on the Routine ultrasonography in utero and school performance at age

5-8 years. Lancet. 1992 Jan 11;339(8785):85-9.

15. Klebanov PK, Brooks-Gunn J, McCormick MC. A study was conducted on

school achievement and failure due to dyslexia in very low birth weight children.

J Dev Behav Pediatr. 1994 Aug;15(4):248-56.

16. Salvesen KA, Undheim JO. A study was conducted to screening for dyslexia with

teacher rating scales. J Learn Disabil. 1994 Jan;27(1):61-6.

17. Alexander-Passe N. A study was conducted on the sources and manifestations of

stress amongst primary school-aged dyslexics, compared with sibling controls.

Dyslexia. 2008 Nov;14(4):291-313.

18. Engel R. A study was conducted on the Instrument for locating students with

suspected dyslexia. Int J Rehabil Res. 1997 Jun;20(2):169-81.

19. Gijsel MA, Bosman AM, Verhoeven L. A study was conducted on Kindergarten

risk factors, cognitive factors, and teacher judgments as predictors. J Learn

Disabil. 2006 Nov-Dec;39(6):558-71.

9 Signature of the student

10

Remarks of guide

The research topic selected by the

student is quite and appropriate and

forward for acceptance.

11

Name and designation of the

guide

Mrs. NEELA DEVI.K

HOD.Dept. of Psychiatric Nursing,

Indian College Of Nursing, Bellary.

12

Guide

Mrs. NEELA DEVI.K

HOD.Dept. of Psychiatric Nursing,

Indian College Of Nursing, Bellary.

13 Signature

14 Co-Guide ( If any ) Mr. ANWAR NAREGAL

15 Signature

16

Head of the Department

Mrs. NEELA DEVI.K

HOD. Dept. of Psychiatric Nursing,

Indian College Of Nursing, Bellary.

17 Signature

18

Remarks of the chairman &

principal

I discussed with the research committee.

I felt that research problem is good &

feasible

19 signature