01667caa a2200157   4500008004100000100001800041245009500059260000900154270012300163300001000286490002100296520103100317653008501348773002601433856005001459210629s9999    xx            000 0 und d  aVenkatesan, S 0a Development and Validation of Graded Reading Test for Children with Learning Disabilities  c2017  aProfessor, Department of Clinical Psychology, All India Institute of Speech and Hearing, Manasagangotri, Mysore, India  a11-20  vVolume 8 Issue 1  aFormal reading tests are unavailable in the country. This study seeks to develop, standardize and validate a reading protocol to profile reading errors and ascertain grade level performance. A standard group comparison design is used to empirically validate ‘foundation’ and ‘intermediate’ levels of a proposed 3-layered protocol comprising of 17-item examination list covering a sample of 302 children with learning disabilities with lag in reading between nursery-class four. Following standard procedure of tool construction, the developed instrument is shown to be amenable for routine clinical administration, scoring and interpretation based on norms derived in this study. Results show a developmental trend in achieving reading competencies with an identified list of errors. The reliability-validity estimate of the tool and qualitative observations on item analysis are reported while claiming its utility in diagnostic decision making as well as for planning remediation programs for such affected children.  aAcademic Delays, Grade Scores, Learning Disabilities, Reading Test, Spelling Age  aJournal of Psychology  uhttps://doi.org/10.1080/09764224.2017.1305596