Validation of graded math list for children with learning disabilities

Abstract

This study report uses standard group comparison paradigm in attempting to develop and standardize a 116-item graded math test through survey, covering a sample of 196 children identified with learning disabilities and having laggard math grade level performance between kindergarten and class four levels, and hailing from different streams of curriculum. Their chronological age ranges from seven to 18 years. The steps employed in the tool development process, procedure of administration, scoring and the interpretative norms are described. Results show that children with math competencies are characteristically located at three distinct tiers of grade levels ranging from pre-arithmetic to primary and post primary school levels. The derived norms across grade levels help identify, classify and categorize contemporary math levels in a given child or groups of children. The reliability-validity estimates and qualitative observations on item analysis are reported thereby staking claim as a useful diagnostic tool for planning or programming math related remediation activities in children having arithmetic delays or disabilities in our country.