An Adaptation of Early Reading Skills (ERS) in Hindi (ERS-H)

Abstract

Reading a psycho-linguistic process is socially mediated language learning. The performance of most reading test available in Indian scenario aim to assess individuals who learn opaque English after learning transparent Hindi orthography. The present study aims to translate and adapt Early Reading Skills proposed by Rae & Potter (1973) and also serve as a measure to assess the sequential acquisition of the continuum of Hindi reading skills in typical and atypical children of Grades I to VIII. A total of 160 participants between the ages of 6-13 years studying in any standard between I to VIII, 20 children (20 males and 10 females) from each grade participated in this study. This tool can be used for identification of reading deficits in Hindi speaking children from Grade I to Grade III and also in planning appropriate management strategies for Hindi speaking children with reading deficits. It can be utilized as a reference manual in speech and language clinics for assessment of reading deficits in Hindi speaking children ranging from Grade I to Grade III.