Rajiv Gandhi University of Health Sciences, Bangalore,

Karnataka.

PROFORMA SYNOPSIS FOR REGISTRATION OF SUBJECT FOR DISSERTATION.

DISSERTATION PROPOSAL

“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON KNOWLEDGE REGARDING EARLY

IDENTIFICATION OF DYSLEXIA IN PRIMARY SCHOOL CHILDREN

AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOLS,

BANGALORE.”

SUBMITTED BY :

Mr. AMAL DEV. P.R.,

1st YEAR M.Sc., NURSING,

BHAGATH COLLEGE OF NURSING,

BANGALORE 560 061

1

Rajiv Gandhi University of Health Sciences, Bangalore,

Karnataka

PROFORMA SYNOPSIS FOR REGISTRATION OF SUBJECT FOR

DISSERTATION.

1. Name of the candidate and Address Mr. AMAL DEV. P.R.,1st YEAR MSc., NURSINGBHAGATH COLLEGE OF NURSING #60,UTTARAHALLI MAIN ROAD,UTTARAHALLI HOBLI,BANGLORE-560061

2. Name of the Institution Bhagath College of Nursing

3. Course of Study and Subject 1st Year M.Sc., Nursing, Psychiatric Nursing

4. Date of Admission to course 30.06.2011

5. Title of the Topic : “ A Study to f Assess The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Early Identification Of Dyslexia In Primary School Children Among Primary School Teachers In Selected Schools ,Bangalore”

6. Brief resume of the intended work: 6.1 Need for the study6.2 Review of Literature 6.3 Statement of problem.6.4 Objectives of the study6.5 Operational definitions6.6 Hypothesis of the study.6.7 Assumptions6.8 Pilot study6.9 Variables

EnclosedEnclosedEnclosedEnclosedEnclosedEnclosedEnclosedEnclosedEnclosed

7. Materials and Methods : 7.1 Source of Data. Data will be collected from the Primary School Teachers who are working in selected schools in Bangalore.7.2 Methods of data collection – Structured Questionnaire Programme. 7.3 Does the study require any interventions or investigation to the patients of other human being or animals? yes. 7.4 Has ethical clearance been obtained from your institution? Yes, ethical committee’s report is here with enclosed.

8. List of References Enclosed.

2

Rajiv Gandhi University of Health Sciences, Bangalore, Karnataka.

PROFORMA FOR REGISTRATION OF SUJECT FOR DISSERTATION

1 Name of the candidateand address

MR. AMAL DEV P R

IST YEAR M.SC NURSING

BHAGATH COLLEGE OF NURSING,

#60,UTTARAHALLI MAIN ROAD,

UTTARAHALLI HOBLI,

BANGALORE-560061 .

2 Name of the Institution Bhagath College of Nursing,

Bangalore-560061 .

3 Course of the study and the subject IST year M.SC Nursing,

Psychiatric Nursing.

4 Date of admission 30.06.2011

5 Title of the Topic

“A study to assess the effectiveness of structured teaching programme on knowledge

regarding early identification of dyslexia in primary school children among primary

school teachers, selected schools Bangalore”.

3

6. BRIEF RESUME OF THE INTENDED WORK.

INTRODUCTION

“ The mediocre teacher tells, the good teacher explains,

The superior teacher demonstrates, the great teacher inspires”

( William Arthur War)

Education is one of the most important aspects of human resource

development. Every child should have the opportunity to achieve his or her academic

potential and also needs to grow up feeling competent and loved. In India, children

constitute about 40% of the total population. The ideal school is an institution having

sustained, daily contact with children. Schools are often the strongest social and

educational institutions available for intervention.

‘Education for all’ still remains a distant dream and for the disabled it is even

more remote in India1. A recent survey (2009) of the ‘National Centre for Promotion

of Employment for Disabled peoples’ (NCPEDP), revealed that only 1.2% of the

disabled in India have had any form of education. The hard fact is that learning

disability (LD) is real and stumbling block for a nation’s development process. A

person can be of average or above average intelligence, with out any serious problem

(like blindness and hearing problem), and yet struggle to keep up with the people of

the same age in learning and regular functioning.

The identification and description of learning disability began in the western

world in the 1950s and 60s. The learning disability movement in India is of recent

origin and today is comparable with that of its Western counter parts. The Nalanda

Institute report has highlighted that during the last two decades or so, there has been

an increasing awareness and identification of children with learning disability.

4

In India 13-14% of all school children suffer from learning disorders1

Unfortunately, more schools fail to lend a sympathetic ear to their problem. As a

result these children are branded as failures. Samir Parikh, a child psychiatrist in

India, opines that dyslexia is not a disease, but it is a life long problem and presents

challenges that need to be over come daily. He is however optimistic and argues that

with proper diagnosis, appropriate education, hard work and support from family,

friends, teachers and others, a dyslexic can lead a successful and productive life.

Learning disability refers to a disorder that interferes one’s ability to store,

process or produce information3. According to the National Joint Committee for

Learning Disability (NJCLD), 19884, “Learning disability is a generic term that refers

to a heterogeneous group of disorders manifested by significant difficulties in the

acquisition and use of skills such as listening, speaking, reading, writing, reasoning or

mathematical abilities. These disorders are intrinsic to the individual, are presumed to

be due to central nervous system dysfunction and may occur across the life span of

the individual.

There are 3 types of learning disabilities that are commonly described5.

They are:

Dyslexia: The word dyslexia is derived from the Greek word ‘dys’ meaning

difficult and ‘lexia’ meaning words or vocabulary. Commonly interpreted as

difficulty in reading, dyslexia denotes a language disorder affecting reading,

spelling, speaking and listening.

Dysgraphia: Difficulty in learning to write.

Dyscalculia: Disorder affecting mathematical reasoning and calculations.

Dyslexia exists in all languages and cultures; occurs at all levels of intelligence.

Many high IQ children with dyslexia first get labeled as lazy, bored or careless, says

Bela Raja, a Mumbai educational counsellor6. She says that “most parents and

5

teachers can’t figure out how such intelligent children have trouble reading or

writing”.

A recent study of 96 Canadian families prone to dyslexia identified a disturbance

in a gene at a specific region on chromosome 2 in many of these families. Defects in

specific genes could presumably lead to abnormalities in brain structure or in the

dysfunction of the neurotransmitters that facilitates reading7. Research have shown

that the sooner learning disability is detected and intervention is begun, the better the

chance to avoid school failure and to improve chances for success in life8.

Dyslexia affects 80% of all those identified as learning disabled and its incidence

in USA ranges between 5.3 to 11.8%7. Information on specific learning disabilities in

Indian children is scanty. The incidence of dyslexia in primary school children in

India has been reported to be 2-18%, of dysgraphia, 14%and dyscalculia 5.5%9.

A study conducted in University of Hong Kong, found that mainstream teachers do

not appear to make many adaptations to meet the meets of the students with learning

disability. Teachers lack awareness of appropriate strategies to use in class; the

implication is that in-service professional development programmes must address this

weakness in class room expertise10.

Health personnel can help to create awareness among school teachers regarding

disability among school children through written materials/booklets. This will help to

increase their knowledge on learning disability and this in turn helps to manage and

identify the children with learning disability.

6

6.1 NEED FOR THE STUDY

Dyslexia is a specific learning difficulty affecting a person’s ability to deal with

text, and often numbers as well. Dyslexia is estimated to occur in about 8% of the

population. Similar to color blindness, it is a permanent disability which needs

continuous support through schooling, but which is often accompanied by strengths in

areas such as creative work physical co-ordination and empathy with other people.

The purpose of this research was to ascertain if teachers

with dyslexia and dyscalculia perceive that their learning disabilities have affected

their adult lives, including their teaching. It was found that dyslexia and dyscalculia

were significantly correlated with effects upon teachers' daily routines, occupational

choices and psychological health/emotions. Also, dyscalculia was significantly

correlated with effects on social relationships. 

Some research reports that problems that individuals face as a result of learning

disabilities tend to lessen when compulsory schooling ends, and these children mature

into well-adjusted, emotionally healthy adults (Bruck, 1986; Reiff & Gerber, 1995;

Shaywitz, 2003)11.

For the purposes of this research, dyslexia was defined as a specific learning disability

that affects accurate/fluent word recognition, spelling, and decoding. It

is neurological in origin and unexpected in relation to intellectual functioning and

school instruction (Lyon, Shawitz, & Shawitz, 2003;International Dyslexia

Association, 2005)12.

7

Dyslexia is the most common cause of reading, writing and spelling difficulties of

people with poor reading skills, 70-80% are likely dyslexic. One in five students,

or 15-20% of the population, has a language based learning disability. Dyslexia is

probably the most common of the language based learning disabilities. Nearly

the same percentage of males and females have dyslexia and the same percentage of

people from different ethnic and socioeconomic backgrounds have dyslexia (see

general dyslexia symptoms). Percentages of children at risk for reading failure are

much higher in high poverty, language-minority populations who attend ineffective

schools.

The National Assessment of Educational Progress (NAEP)* found that

approximately 38% of fourth grade students have "below basic" reading skills. These

students are below the 40th percentile (performing below the other 60% of their

peers) and are at greater than 50% chance of failing the high-stakes, year-end school

achievement tests. About three quarters of the children who show primary

difficulties with basic reading skill early in reading development can be helped to

overcome those difficulties to a large extent. Not all of these children have dyslexia

(see symptoms of dyslexia in children).

The children with reading disabilities are receiving school services for their

reading disability is less than 1/3rd of the total. The causes for reading difficulty may

be neurobiological (caused by differences in the structure and function of the

brain),experiential (the student could not learn because of his behavior or inability to

pay attention), instructional (the teacher did not provide adequate instruction), or a

combination of these factors. At present, there is no genetic or neurological test to

diagnose or predict whose problems are primarily neurobiological or which problems

are experiential or instructional (dyslexia is a neurobiological condition).

About 5% of the population will have enduring, severe reading disabilities that

are very difficult to treat given our current knowledge.13 The above said statistical

information and researcher’s personal interest on creating on awareness in teachers

8

regarding early identification of dyslexia in primary school children prompted the

researcher to do the study.

6.2 REVIEW OF LITERATURE

A literature review helps to lay the foundation for a study and also inspires new

ideas. The literature review leads the reader through the development of knowledge

about the chosen topic up to the present time to indicate why this current project was

necessary.

A study was conducted in U.S regarding dyslexia: a specific learning disability

that affects an individual's ability to process written language. Consequently,

elementary school teachers are teaching students who struggle with inaccurate or slow

reading, poor spelling, poor writing, and other language processing difficulties.

Findings from studies have indicated that teachers lack essential knowledge needed to

teach struggling readers, particularly children with dyslexia.. Thus, the purpose of the

present study was to examine elementary school teachers' knowledge of basic

language concepts and their knowledge and perceptions about dyslexia. Findings from

the present study indicated that teachers, on average, were able to display implicit

skills related to certain basic language concepts (i.e. syllable counting), but failed to

demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers

seemed to hold the common misconception that dyslexia is a visual processing deficit

rather than phonological processing deficit.14

A study was conducted by the University of Michigan regarding the reading

instruction in low-performing, high-poverty urban schools, we surveyed teacher

knowledge of reading-related concepts, and established a modest predictive

relationship between teachers’ knowledge, classroom reading achievement levels, and

teachers’ observed teaching competence. There were significant associations among

these variables at the third and fourth grade levels. Our purpose was to explore the

type and level of questions that would begin to discriminate more capable from less

9

capable teachers, and that would have a predictive relationship with student reading

achievement outcomes. After experimenting with measurement of K-2 teachers’

content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41

second and third grade teachers in one study site (Form #2). We then refined and

expanded the Survey (Form #3) and administered it to 103 third and fourth grade

teachers in both project sites. Teachers’ misconceptions about sounds, words,

sentences, and principles of instruction were pinpointed so that professional

development could address teachers’ needs for insight and information about

language structure and student learning.15

A study was conducted by (MKM)Professional Hearing & Speech Center find

out auditory processing disorder is a complex problem affecting approximately 5

percent of school-aged children. There is a higher incidence in boys as opposed to

girls. Most children with APD do not have a hearing loss typically defined as

difficulty detecting the presence of sound, but do struggle with processing auditory

information normally. A person with auditory processing problems has difficulty in

the reception and interpretation of auditory information in the absence of a hearing

loss. Most children with APD have difficulty hearing in noisy and less-than-optimal

environments (such as a noisy classroom).16

A study was conducted on Co-Morbidity of APD and Reading Disabilities

Auditory processing disorders (APDs) are associated with an inability to process

auditory information which cannot be explained by abnormal hearing thresholds. This

review focuses on APDs that are liable to be found in subjects with language-based

learning disabilities such as dyslexia..it is clear that in many cases (estimated range

between 30-50%) the presence of an APD may serve as a marker of language-based

learning problems. While some dyslexic children can be characterized by poor

performances in auditory temporal processing (resolution, masking, ordering,

integration) they can also experience hearing difficulties with competing or degraded

acoustic signals (for example, during dichotic listening or in the presence of a noisy

background). We here present preliminary results showing 1) differences in the

developmental trajectories when normal reading and dyslexic children are compared

for auditory descending pathway function and 2) deficient high level process

10

(attention) which appears in literacy problems and auditory processing deficits

(dichotic listening) through feedback connections from higher to lower areas.17

A study was conducted in southern regional universities compared the effects of

3 kindergarten intervention programs on at-risk children's subsequent reading and

spelling skills. From a sample of 726 screened kindergarten children, 138 were

selected as children potentially at risk for dyslexia and randomly assigned to 1 of 3

training conditions: (a) letter-sound training, (b) phonological awareness training, and

(c) combined training in phonological awareness and letter knowledge. A control

group of 115 unselected ("normal") kindergarten children was recruited to evaluate

the training effects. Results indicated that the combined training yielded the strongest

effects on reading and spelling in Grades 1 and 2. Thus, these findings confirm the

phonological linkage hypothesis in that combining phonological awareness training

with instruction in letter-sound knowledge has more powerful effects on subsequent

literacy achievement than phonological awareness training alone.18

A study was conducted in the last decade on children with poor reading

performance is that early, systematic instruction in phonological awareness and letter-

sound correspondences improves early reading and spelling skills and results in a

reduction of the number of students who are reading below grade level. To teach

reading to at-risk students and students with learning disabilities, teachers need to

have positive perceptions regarding the role of systematic, explicit instruction, as well

as knowledge of English language structure. The purpose of this study was to examine

the perceptions and knowledge of general educators at two professional levels toward

early literacy instruction for students at risk for reading failure. Unfortunately, our

findings are similar to those obtained by Moats in 1994: Many general education

teachers, at both pre service and in service levels, are not prepared adequately for this

challenging task.19

A study was conducted at sutherland on literacy-related knowledge in three

areas (knowledge about reading/reading development, phonemic awareness/phonics,

and morpheme awareness/structural analysis), graduate teacher-education students

11

completed five tasks intended to measure their actual disciplinary knowledge in these

areas. Teachers with high levels of prior background (i.e., course preparation and

experience) rated themselves as significantly more knowledgeable than did low-

background teachers in all areas; high-background participants also significantly

outperformed low-background participants on all tasks. Regression analyses indicated

that teachers’ self-perceptions and knowledge were positively influenced by both

level of preparation and teaching experience, although the influences on teachers’

knowledge differed by task. Teachers had some accurate perceptions of their own

knowledge, especially in the area of phonics. Results suggest that differentiating

levels of preparation may be useful in studying teacher knowledge, and also support

the notion of a substantial gap between research on reading and teacher preparation in

reading.20

A study conducted on training for regular and special education teachers at the

kindergarten through fourth-grade level, with a focus on updating teachers on recent

research developments in preventing and treating reading and writing disabilities and

on translating this knowledge into classroom practice. The model includes a summer

teacher training institute, three follow-up sessions during the school year, and ongoing

observation and consultation in teachers' classrooms. The effectiveness of the model

has been demonstrated in measures of teacher knowledge, classroom practice, and

student learning outcome in comparisons with control teachers who have not received

training. This article focuses on (a) the domain knowledge teachers are taught that

relates to understanding the processes of reading and writing acquisition and

instructional approaches for reading and writing, (b) the importance of forming

researcher-teacher partnerships in which teachers become the experts in translating

research knowledge into classroom practice, and (c) the transformations we observed

in teachers as they evolved in their level of knowledge and then in their teaching

practices.21

A study was conducted in UK on the identification of dyslexia among students

and the possible intervention approaches that can be made by teachers and parents.

The UK report recommends professional development courses for teachers to enable

12

them to select and implement appropriate literacy programs. The report also

recommends that all teachers have the opportunity to develop core skills in literacy

intervention; that selected teachers at each school should have further specialized

knowledge; and that local experts with highly advanced literacy knowledge and skills

are available to be accessed by others in the region.22

A study was conducted at Mumbai on elementary teachers’ knowledge about

reading have been built on the premise that teachers need thorough knowledge about

language and reading processes, but these studies have provided only limited evidence

that teachers’ performance on tests .The present study was designed to examine the

contribution of first- through third-grade teachers’ knowledge about early reading to

their students’ improvement on tests of word analysis and reading comprehension,

controlling for socio-demographic characteristics of students, their prior reading

achievement, and teachers’ educational attainment, professional experiences, and

socio-demographic characteristics. Preliminary analyses indicated that the test of

teachers’ knowledge had adequate psychometric characteristics. However,

performance on this measure of teachers’ knowledge did not significantly explain

students’ improvement on the two reading subtests. The complexity of the factors that

influence teachers’ knowledge acquisition and the context in which the study was

carried out offer possible explanations for these results. In addition, teachers’ content

knowledge about reading might not be closely associated with the practices they use

in reading instruction, and therefore might not be significantly related to their

students’ improvement in reading over a year.23

13

6.3 STATEMENT OF THE PROBLEM

A study to assess the effectiveness of structured teaching programme on knowledge

regarding early identification of dyslexia in primary school children among primary

school teachers, selected schools Banglore..

6.4 OBJECTIVES OF THE STUDY

1. To assess the pre existing knowledge regarding dyslexia in primary school

children among primary school teachers by pretest..

2.To assess the effectiveness of structured teaching program regarding

identification of dyslexia in primary school children among primary school teachers.

3.To associate the pre test level of knowledge regarding early identification of

dyslexia in primary school children among primary school teachers with that of their

demographic variables.

6.5 OPERATIONAL DEFINITIONS

a) Assess : Assess refers to process of the critical and valuation or judgment of

the status or quality of a structured teaching programme regarding early identification

of dyslexia in primary school children.

b) Effectiveness: refers to improvement of knowledge of school teachers

regarding early identification of dyslexia in primary school children.

c) Structured teaching program: refers to planned teaching programme with

time duration on dyslexia, its signs and symptoms, causes, early identification and

management.

d) Knowledge: refers to the correct responses obtained from the primary

school teacher regarding early identification of dyslexia, signs and symptoms, causes

and management, as measured by self administered questionnaire.

14

e) Dyslexia: refers to a language disorder affecting reading, spelling, speaking

and listening.

f) Primary school children: refers to children studying in primary schools

and between the age group of 6-10 years.

g) Primary school teachers: refers to both male and female school teachers

with the basic qualification of D.Ed, B.Ed working in primary schools with minimum

of one year experience.

6.6. HYPOTHESIS

H1: There will be a significant difference between the pre test and post test

knowledge of primary school teachers regarding early identification of dyslexia in

primary school children.

H2: There will be a significant association between the pre test knowledge of

primary school teachers with that of their demographic variables.

6.7. ASSUMPTIONS

1.School teachers may have inadequate knowledge regarding early identification

of dyslexia among primary school children.

2.Exposure to any kind of teaching learning material will improve the knowledge

of primary school teachers regarding early identification of dyslexia among primary

school children.

6.8. PILOT STUDY:

The study will be conducted with 6 samples. The purpose to conduct the pilot

study is to find out the feasibility for conducting the study and design of statistical

analysis.

15

6.9. VARIABLES :

A concept which can take on different quantitative values is called a variable.

1. Dependent variables: level of knowledge of school teachers regarding early

identification of dyslexia in primary school children.

2. Independent variables: structured teaching program regarding early

identification of dyslexia in primary school children among primary school teachers.

3. Demographic variables: age , sex, religion, marital status, education, income,

experience, source of information.

16

7. MATERIALS AND METHODS.

7.1 SOURCE OF DATA

Primary school teachers working in selected schools Bangalore.

7.1.2 RESEARCH APPROACH

Evaluative research approach.

7.2 METHODS OF DATA COLLECTION

7.2.1 RESEARCH DESIGN:

Pre experimental design.

One group, pre test- post test design.

7.2.2 SETTINGS

Study will be in selected primary schools at Bangalore. Criteria for selecting

the setting were feasibility of conducting the study and availability of samples.

7.2.3 POPULATION

All the primary school teachers working in selected primary schools at

Bangalore.

7.2.4 SAMPLING TECHNIQUE

Purposive sampling technique.

17

7.2.5. SAMPLE AND SAMPLE SIZE.

A sample size of 60 primary school teachers who full fill inclusion criteria.

7.2.6 CRITERIA FOR SAMPLE COLLECTION

Inclusion criteria

1.Teachers who are working in primary schools.

2.Who are available during the study.

Exclusion criteria

1.Teachers having less than 1 year of experience.

2.Teachers not willing to participate in the study.

3.Teachers who have selected for pilot study

7.2.7 TOOL FOR DATA COLLECTION

Tool for data collection consists of two sections.

1.Section A: demographic Performa includes age, sex, education, occupation,

designation, year of experience, source of information.

2.Section B: structured questionnaire to assess the knowledge of teachers

regarding dyslexia among primary school children.

7.2.8. METHOD OF DATA COLLECTION

After obtaining prior permission from the concerned authorities, researcher will

collect the data in three phases.

Phase 1: Assess the existing knowledge of primary school teachers regarding

dyslexia with the help of structured questionnaire method.

18

Phase 2: Researcher will educate the school teacher regarding early identification of

dyslexia.

Phase 3: After a period, post test knowledge will be assessed with in the same group

using the same questionnaire me

7.2.9. PLAN FOR DATA ANALYSIS.

The data collected will be analyzed by using descriptive and inferential statistics.

Descriptive statistics

1.Frequency, percentage, distribution will be used to analyze thee demographic

variable of primary school teachers.

2.Mean and Standard deviation will be used to compute the level of

knowledge of primary school teachers regarding dyslexia.

Inferential statistics

1.Chi- square will be used to analyse The association between the knowledge

level of early identification of dyslexia in primary school children among primary

school teachers and selected demographic variables.

2.Paired ‘t’ will be used to analyse the pre test and post test level of the

knowledge of primary school teachers regarding dyslexia.

7.3 DOES THE STUDY REQUIRE ANY INVESTIGATIONS OR

INTERVENTIONS TO THE TEACHERS OR OTHER HUMAN BEINGS OR

ANIMALS?

Since the study is quasi-experimental in nature, interventions are required.

19

7.4 ETHICAL CLEARANCE:

Yes, ethical committee’s report is here with enclosed. The main study will be

conducted after the approval of research committee of the college. Permission will be

obtained from the head of the Institution. The purpose and details of the study will be

explained to the study subjects and assurance will be given regarding the

confidentiality of the data collected.

20

8. LIST OF REFERENCES (VANCOUVER STYLE FOLLOWED)

1. Sakhuja S. Education for all and learning disabilities in India. SSPC article

no.9, October 4, 2004. Available at www.sspconline.org/article.

2. Hornsby B. Overcoming dyslexia: A straight forward guide for families and

teachers. Singapore: P.G. Publications Pvt. Ltd; 1994.Available frim URL

www.pubmed.com

3. Hammil DD. On defining learning disabilities an emerging consensus.

Journal of learning disability 1990;23:73-84. Availablle from URL

www.google.com

4. Rutter M, Benton AL, Pearl D. Dyslexia, an appraisal of current knowledge.

Newyork: Oxford University Press;1978. Available from URL

www.google.com

5. Gabrielle Bauer. Getting a handle on dyslexia. Readers Digest May 2006; 96-

100.www.google.com

6. Shaywits S. Overcoming dyslexia. N Engl J Med 1998;338:307-312.

Available from URL www.pubmed.com

7. Turkington C, Harris RJ. Learning Disabilities. 1st edition. New Delhi: Viva

Books Ltd;2004.Available from URL www.google.com

8. Shah BP, Khanna SA, Pinto N. Detection of learning disabilities in children.

Indian Journal of Paediatrics2001;48:767-771. Available from URL

www.google.com

21

9. Lyon Reid.Developing reading skills in young children.Available froMURL

http://www.kidsource.com/schwab/developing.reading.skills.html

10. Bruck, M. (1986). Social and emotional adjustments of learning disabled

children: A review of the issues. In Ceci, S. (Ed.) Handbook of Cognitive,

Social and Neuro-Psychological Aspects of Learning Disabilities,Volume

1.London: Lawrence Erlbaum Associates.Available from www.pubmed.com

11. Lyon, G., Shaywitz, & Shaywitz, B. (2003)j. Defining dyslexia,

comorbidity,

teachers' knowledge of language and reading. Annals of Dyslexia, 53, 1 13,

Available from URL www.pubmed.com

12. International dyslexia association website, Sally Shaywitz, M.D. Basic Facts

about Dyslexia and Other Reading Problems, Luisa Cook Moats, Karen E.

Dakin, 2008, The International Dyslexia Association. Available from URL

www.google.com

13 Washburn EK, Joshi RM, Binks-Cantrell ES., Teacher knowledge of basic

language concepts and dyslexia. 2011 May;17(2):165-83.doi:

10.1002/dys.426. Epub 2011 Feb2.Available from URL www.pubmed.com

14 Louisa C. Moats and Barbara R. Foorman., part i defining dyslexia,

comorbidity, teachers’ knowledge of language and readingvolume 53, number

1, , 23-45, DOI: 10.1007/s11881-003-0003-7.Available fromURL

www.pubmed.com

15 Benton,athurL.,

Ed.; Pearl,David,Ed. ClinicaDiagnosis ; Dyslexia; Educational

Research; Electroencephalography; ElementaryEducation; Genetics; Learnin

gDisabilities; Neurolinguistics; NeurologicalImpairments; Psychological

22

Characteristics; ReadingDiagnosis; ReadingDifficulty; ReadingResearch; Re

medial Reading; Teaching Methods.Oxford University Press, 200 Madison

Ave.,NewYork,NY 100161978-12-28,Available from URL www.google.com

16. Veuillet evelyne,current psychiatric reviews,volume 7.Available from the URL

www.google.com

17. Schneider, Wolfgang; Roth, Ellen; Ennemoser, Marco.

Ttraining phonological skills and letter knowledge in children at risk for

dyslexia: A comparison of three kindergarten intervention programs. Journal

of Educational Psychology, Vol 92(2), Jun 2000, 284-295,Available from URL

www.pubmed.com

18. Nancy Mather.,Perceptions and Knowledge of Preservice and Inservice

Teachers About Early Literacy Instruction.,Department of Special Education,

Rehabilitation, and School Psychology at the University of Arizona in

Tucson.Available from URL www.google.com

19. Louise Spear-Swerling, Pamela Owen Brucker and Michael P. Alfano

Teachers’ literacy-related knowledge and self-perceptions in relation to

preparation and experience., Volume 55, Number 2,266-

296, DOI: 10.1007/s11881-005-0014-7.Available from URL www.pubmed.com

20. Deborah McCutchen & Virginia W. Berninger Those Who Know, Teach

Well: Helping Teachers Master Literacy-Related Subject-Matter Knowledge,

Learning Disabilities Research & Practice ,Volume 14, Issue 4, 1999, pages

215-226.Available from URL www.google.com

21 . Jim Rose.,Identifying and teaching children and young people with dyslexia

and literacy difficulties (2009), Report- Worldwide, UK. Available from

URL www.google.com

22. Joanne F. Carlisle, Richard Correnti, Geoffrey Phelps and Ji Zeng,Exploration

23

of the contribution of teachers’ knowledge about reading to their students’

improvement in reading., READING AND WRITING ,Volume, Number 4,

457-486, DOI: 10.1007/s11145-009-9165-y.Available from www.pubmed.com

9. Signature of the candidate

10. Remarks of the Guide

11. Name and Designation of

11.1 Guide

11.2 Signature

11.3 Co-Guide

11.4 Signature

11.5 Head of the Department

11.6 Signature

12. 12.1 Remarks of the Chairman and

Principal

12.2 Signature

24

25