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A TOOL FOR LANGUAGE EVALUATION OF THE HEARING IMPAIRED
Client Name: No.: Age: Sex: Date: Religion: Place of Birth: Present address: Mother tongue: Other languages to which he/she is exposed to __________________ Education: Informant: Occupation: Interviewer: 1. History of the problem: 1.1. Age of identification of hearing loss _______________________Congenital/acquired Other physical problems __________________________________________ 1.2. Identified by _______________________________________ 1.3. Other relevant history with regard to hearing impairment _______________________________________________________________ _______________________________________________________________ 1.4.1 Did not babble 1.4.2 Babbled for a short period and stopped using oral production 1.4.3 Babbled and continued to use speech but delayed 1.4.4 Used to use good speech but now defective 1.4.5 Others ________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Audiological evaluation: 2.1. Diagnosis _______________________ Date ____________________ Type/Degree Pattern of hearing loss _________________________ Progressive/Non-progressive _______________________________ 2.2. Latest audiogram taken on __________________________________ Audiogram – affixed/not affixed 2.3. SRT/SDT ____________ ___________ SDS ____________ ___________ 2.4. Others ____________________________________________________ ___________________________________________________________ 2.5. Recommendations ______________________________________________ _______________________________________________________________ _______________________________________________________________ 2.6. Hearing aid history 2.6.1. Recommended _________________________ on ____________________ Started to use since _____________________________________________ 2.6.2. The aid is used 1) Constantly _________________________ since ___________________ 2) Not constantly _____________________________________________ Reasons ____________________________________________________ ___________________________________________________________ 2.6.3. Aid was/ not changed: If ‘YES’, reasons _______________________________________________ 2.6.4. Any period of time when the aid was not used continuously for a long period. YES/NO If ‘YES’ reasons _______________________________________________ Effects on speech ______________________________________________ 2.6.5. Others ________________________________________________________ 3. Therapeutic history: 3.1. Attends/Attended therapy ______________________________________ If ‘YES’, from _________________________ to _____________________ Continuously/Not continuously Number of sessions / week ______________________________ If stopped attending the therapy, reasons _________________________ _____________________________________________________________ _____________________________________________________________ Attends additional therapeutic session ___________________________ _____________________________________________________________ _____________________________________________________________ 3.2. Who works the most with the child (at home) _____________________ _____________________________________________________________ How do they work at home ? _____________________________________________________________ _____________________________________________________________ 3.3. What materials are used in Aural/visual/tactual variables in therapy? (With reference to the case files) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3.4. Therapist’s comments __________________________________________ ______________________________________________________________ ______________________________________________________________ 3.5. Others ________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. Home background: Normal Not Normal Occupation (details) 4.1. Mother ________ __________ __________ Father ________ __________ __________ Siblings 1) ______ __________ __________ 2) _____ _________ ___________ 3) _______ _________ ___________ 4) _______ _________ ___________ Family history of medical problems _____________________________________ ____________________________________________________________________ ____________________________________________________________________ 4.2. Other members at home ______________________________________________ ____________________________________________________________________ 4.3. Others ___________________________________________________________ __________________________________________________________________ 5. Educational history: 5.1. Attends normal/deaf school _______________________________________ 5.2. Name of the School _______________________________________________ Age of the admission to the school _________________________________ Medium of instruction _____________________________________________ Highest class/standard completed __________________________________ Performance at school : Good/Average/Below Average, has specific difficulty with the following subjects ________________________________ __________________________________________________________________ Second language __________________________________________________ Performance ______________________________________________________ Reading performance ______________________________________________ Writing performance ________________________________________________ Attends additional tutoring classes ___________________________________ 5.3. Others __________________________________________________________ __________________________________________________________________ 6. Psychological history : 6.1. Intelligence _________________________ tested On ____________________ 6.2. Behaviour/inter-personal relationship _____________________________ __________________________________________________________________ 6.3. Others ___________________________________________________________ __________________________________________________________________ __________________________________________________________________ 7. Language : 7.1. Primary mode of communication Only Oral/visual Visual Oral (LR/Gestures) 1) At home : (a) Parents ________ __________ ______ (b) Siblings ________ __________ ______ 2) At school ________ __________ ______ 3) Other places: (a) ________ __________ ______ (b) ________ __________ ______ Parents demand oral from of communication: sometimes/Often/Not at all 7.2. Other aspects _____________________________________________________ __________________________________________________________________ 8. Occupational history: _________________________________________________________________ _________________________________________________________________ 9. Other aspects, if any: _________________________________________________________________ _________________________________________________________________ 10. Discrimination test: 10.1. Individual sounds: If the subject can read, word with graphemic representation of the phoneme pairs is placed in front of the subject and the subject is requested to point to the phoneme presented, ‘same or different’, or imitation responses are obtained for each phoneme pair. Responses are recorded as √, X, − with comments if necessary. (Note that all the Kannada material were presented only in Kannada script and that, for Kannada words, no gloss was provided in the test).
Response Comments1) va – a 2) ra – sa 3) bi – e 4) ša – sa 5) la – da 6) pa – a 7) pha – şa 8) ra – na 9) j̥a – ra 10) e 0 i 11) sa 0 şa 12) na – ņa 13) s̥ - pha 14) j̥a – ga 15) na – sa 16) ya – ja 17) ya – va 18) ja – a 19) ra – la / ra – ļa 20) a – ka / a – ga 21) ša – ļa / sa – la 22) na – ma 23) ka – pa / ga – ba 24) ļa – la 25) ta – da 26) ša - s̥a 27) pha – sa 28) o – u 29) dha – da 30) ja - j̥a 31) o – a 32) t̥a – ka / d̥a – ga 33) ra – a 34) ta – pa / da – ba 35) e – u 36) pa - t̥a / ba -d̥a 37) ma – a 38) ta - t̥a / da - d̥a 39) ga – ka 40) sa – ca / ša - j̥a 41) i – a 42) j̥a – ca 43) ma - n̥a 44) ba – ma 45) t̥a - d̥a 46) a: - a 47) ta – ka / da – ga 48) i – u 49) ma – va 50) e – a 51) u – a 52) sa – ta 53) la – na 54) pa – ba 55) da –ra / da – ra 56) ba – a 57) i – o 58) a – la 59) ga – gla 60) bba – ba 61) gga – ga 62) bi – bli 63) bla – bba 64) bba – mba 65) bha – bba 66) mba – mra 67) bi – mba 10.2. Discrimination (words): Pictures or graphemic representation of the word pairs (if he can read) is placed in front of the subject. The tester asks the child to point to the picture/grapheme corresponding to the word pair one at a time. The responses are recorded as in 1.1.
Response Comments
1) Jad̥e - vad̥e ‘plait’ – ‘vad̥a’ 2) ili - ole ‘rat’ – ‘owen’ 3) kat̥t̥i - kad̥d̥i ‘having tied’ – ‘stick’ 4) katti - katri ‘sword’ – ‘scissors’ 5) ka:su – ka:ru ‘coin’ – ‘car’ 6) kat̥e - katte ‘story’ – ‘donkey’ 7) ka:ru – a:ru ‘car’ – ‘six’ 8) ili - ili ‘rat’ – ‘descend’ 9) ha:su – ha:vu ‘to spread’ – ‘snake’ 10) ha:vu – ha:lu ‘snake’ – ‘milk’ 11) kaccu – karu / bi:j̥a – bi:ru ‘to bite’ – ‘calf’ / ‘seed’ – ‘almirah’ 12) c̥hatri – c̥at̥ni / handi - hal̥adi ‘umbrella’ – ‘chat̥ni’ / ‘pig’ – ‘yellow’ 13) ili - id̥li ‘rat’ – ‘idli’ 14) nad̥e - vad̥e ‘to walk ‘ – ‘vada’ 15) ka:su – ka:lu ‘coin’ – ‘leg’ 16) kattu - kat̥t̥u ‘neck’ – ‘to bind’ 17) ha:ru – ha:vu ‘to jump’ – ‘snake’ 18) u:t̥a – a:t̥a / ha:vu – ha:vu ‘meal’ – ‘game’ / ‘flower’ – ‘snake’ 19) kat̥t̥u - kappu ‘to bind’ – ‘black’ 20) bal̥e – mal̥e / appa - amma ‘bangle’ – ‘rain’ / ‘father’ – ‘mother’ 21) katte – katti / ele - ili ‘donkey’ – ‘sword’ / ‘leaf’ - ‘rat’ 22) magga - manga ‘loom’ – ‘monkey’ 23) sa:lu – ša:lu ‘line’ – ‘shawl’ 24) ka:d̥u – ka:ru / a:d̥u – a:ru ‘forest’ – ‘car’ / ‘goat’ – ‘six’ 25) ba:yi – ba:vi ‘mouth’ – ‘well’ 26) amma – an̥n̥a ‘mother’ – ‘elder brother’ 27) ka:ru – karu ‘car’ – ‘calf’ 28) anna – aj̥j̥a ‘rice’ – ‘grand-father’ 29) kappe – katte / kappu – kattu ‘frog’ – ‘donkey’ / ‘black’ – ‘neck’ 30) da:ra – ta:ra ‘thread’ – ‘name of a person’ 31) tat̥t̥e – kat̥t̥e / ‘plate’ – ‘pavement’ / kat̥t̥u – tat̥t̥u ‘to bind’ – ‘to knock’ 32) hudugi – hud̥uga ‘girl’ – ‘boy’ 33) kai – t̥ai ‘hand’ – ‘neck tie’ 34) ka:ru – sa:ru ‘car – ‘curry’ 35) anna – amma ‘rice’ – ‘mother’ 36) katti – kattu / halli – hallu ‘sword’ – ‘neck’ / ‘lizard’ – ‘tooth’ 37) kat̥t̥i – pat̥t̥i/ ‘having tied’ – ‘list’ kappu – kakky ‘black’ - ‘to vomit’ 38) mara – sara ‘tree’ – ‘necklace’ 39) ba:c̥u – ji:pu ‘to suck’ – ‘jeep’ 40) c̥i:pu – j̥i:pu ‘to suck’ – ‘jeep’ 41) ka:ru – ya:ru ‘car’ ‘who’ 42) u:du – o:du / u:t̥a – o:t̥a ‘to blow’ – ‘to read’ / ‘meal’ – ‘run’ 43) mane – mal̥e / man̥e – mal̥e ‘house’ – ‘rain’ / ‘wooden seat’ – ‘rain’ 44) ka:du – ka:lu / ka:d̥u – ka:l̥u ‘forest’ – ‘leg’ / ‘forest’ – ‘grain’ 45) ka:ru – ka:lu / ka:ru – ka:l̥u ‘car’ – ‘leg’ / ‘car’ – ‘grain’ 46) an̥n̥a – anna ‘elder brother’ – ‘rice’ 47) alli – elli / karu – kere ‘there’ – ‘where’ / ‘calf’ – ‘tank’ 48) dana – dhana / gan̥t̥e – ghan̥t̥e ‘cattle’ – ‘money’ / ‘hour’ – ‘bell’ 49) bennu – pennu ‘back’ – ‘pen’ 50) ro:d̥u – no:d̥u ‘road – ‘to see’ 51) j̥a:d̥i – ga:d̥i / bi:j̥a – bi:ga ‘jar’ – ‘cart’ / ‘seed’ – ‘lock’ 52) kappu – kappe ‘black’ – ‘frog’ 53) se:bu – j̥e:bu ‘apple’ – ‘pocket’ 54) a:t̥a – o:t̥a / mal̥e – mol̥e ‘game’ – ‘run’ / ‘rain’ – ‘nail’ 55) kod̥u – gu:d̥u ‘to give’ – ‘nest’ 56) ele – ole ‘leaf’ – ‘oven’ 57) manga – maga ‘monkey’ – ‘son’
11. Imitation: 11.1. Individual sounds Vowels. Items are presented in the following modes: Audition (A) only, Audition and Vision (AV), Audition, Vision and Taction (AVT), and Graphemic (G), if the subject can read. If the subject fails to give consistent responses to 5 to 10 items through A, then presentation of items is done through the next mode of presentation. Only those items incorrectly produced in the first mode should be tested in the second mode. If the subject fails in the second, third mode is also used for presentation. The test is tape-recorded. Any visual/tactile imitation correctly made, if noted, is recorded, even if the phoneme production is wrong. Vowels: A AV AVT G 1) i: 2) u 3) e: 4) Θ 5) e 6) u: 7) i 8) a: 9) o 10) a 11) o: Diphthongs: 1) ai 2) au Consonants: 1) ri 2) ni 3) ki 4) lu 5) sa 6) au 7) pa 8) j&i 9) s̥i 10) pi 11) d̥i 12) du 13) t̥i 14) nu 15) c&u 16) na 17) ma 18) nu 19) ra 20) s̥a 21) si 22) ba 23) ta 24) pu 25) j&u 26) c&i 27) j&a 28) bi 29) da 30) la 31) na 32) vi 33) d̥a 34) gi 35) t̥u 36) ti 37) s&i 38) bu 39) ga 40) lu 41) s̥u 42) li 43) tu 44) gu 45) mi 46) ka 47) l̥a 48) pu 49) sa 50) ku 51) yu 52) wu 53) ya 54) di 55) wa 56) s̥a 57) t̥a 58) c&a 59) l̥i 60) yi 61) n̥i 62) vi 63) s&u 64) ru Aspirated Consonants: 1) kha 2) pha 3) cha 4) bha 5) jha 6) dha 7) d̥ha 8) gha 9) tha Clusters 1) ppa 2) bba 3) gga 4) mra 5) bda 6) gla 7) mba 8) bla 9) stra 11.2 Words The subject is asked to repeat the words after the tester. The tester should present the stimulus word with only AV cues. For those words for which the error response is obtained, corresponding picture is placed in front of the child, and the child is asked to imitate the stimulus word. If the subject still produces error response and if the subject can read, the graphemic stimulus is given. The response is recorded under √ X –, comments. The responses are also tape-recorded for later transcription. AV +P +G √ X – comments √ X – comments √ X – comments Monosyllabic 1) ba: 2) hu: 3) ta: 4) a: 5) kai Disyllabic/Trisyllabic in speech 1) bassu ‘bus’ 2) kan̥n̥u ‘eye’ 3) appa ‘father’ 4) mara ‘tree’ 5) na:yi ‘dog’ 6) pencillu ‘pencil’ 7) te:ballu ‘table’ 8) saykallu ‘bicycle’ 9) ba:gilu ‘door’ 10) kit̥aki ‘window’ 11) buguri ‘top’ 12) cappali ‘chappal’ 13) hal̥adi ‘yellow’ 14) kudure ‘horse’ 15) na:lige ‘tongue’ Words of various lengths at random 1) ba:l̥ehan̥n̥u ‘banana’ 2) kurc̥i ‘chair’ 3) aṅgi ‘shirt’ 4) nidde ‘sleep’ 5) chatri ‘umbrella’ 6) j̥inke ‘deer’ 7) ondu ‘one’ 8) tat̥t̥e ‘plate’ 9) c̥ombu ‘metal pot’ 10) mañc̥a ‘cot’ 11) ba:c̥an̥ige ‘comb’ 12) dra:ks̥i ‘grapes’ 13) navilu ‘peacock’ 14) railu ‘rail’ 11.3. Phrases of limited lengths The items are presented through AV and G if he fails in AV (if the subject can read). The responses are tape-recorded. Nonverbal responses made are noted. 1) ga:j̥ina bale AV ‘glass bangle’ G 2) nanna ka:lu AV ‘my leg’ G 3) kempu gannu AV ‘red gun’ G 4) ad̥ige mane AV ‘kitchen’ G 5) innon̥du pennu AV ‘another one pen’ G 6) hattu baral̥u AV ‘ten fingers’ G 7) c̥ikkevanu AV ‘younger one’ G 8) maragira AV ‘tree, etc.’ G 9) na:yigi:yi AV ‘dog, etc.’ G 10) nimage AV ‘to you’ G 11) ammanna AV ‘mother (obj.)’ G 12) ba:yalli AV ‘in the mouth’ G 13) kaiyalli AV ‘in the hand’ G 14) ta:bal me:le AV ‘one the table’ G 15) basninda AV ‘from the bus’ G 16) ammana ha:ge AV ‘like mother’ G 17) nanaginta AV ‘than me’ G 18) bi̥tre bidu AV ‘leave if you can’ G 19) bidre al̥utte AV ‘weeps if falls’ G 20) el̥ani:ru AV ‘tender coconut’ G 21) mal̥ega:la AV ‘rainy season’ G 22) ma:vina mara AV ‘mango tree’ G 11.4. Sentence types (instructions same as for phrases) 1) idu mara AV ‘this is a tree’ G 2) ra:ma barta:ne AV ‘Rama comes’ G 3) ra:dha o:dilla AV ‘Radha has not studied’ G 4) ivanu dod̥d̥a hud̥uga AV ‘this is the elder boy’ G 5) lata tirugi u:t̥a ma:d̥ta:le AV ‘Latha takes means again’ G 6) pa:pa a:t̥a a:d̥abahudu AV ‘baby may play’ G 7) nanage hot̥t̥e hasiva:gtide AV ‘I am feeling hungry’ G 8) gouri o:didre pa:sa:gta:l̥e AV ‘Gowri passes if (she) studies’ G 9) idakkinta a: mara dod̥d̥adu AV ‘that tree is bigger than this’ G 10) na:vibbaru: ho:gi aval̥annu no:d̥o:n̥a AV ‘let us both go and see her’ G 12. Comprehension test: 12.1. Lexical recognition Body Parts ninna ________________ to:rsu/elli? ‘your ________________ show/ where ? 1) kannu ‘eye’ 2) kivi ‘ear’ 3) kai ‘hand’ 4) ka:lu ‘leg’ 5) mu:gu ‘nose’ 6) ba:yi ‘mouth’ 7) hallu ‘tooth’ 8) na:lige ‘tongue’ 9) uguru ‘nail’ 10) beral̥u ‘finger’ Colours 1) kempu ‘red’ 2) hasiru ‘green’ 3) ni:li ‘blue’ 4) hal̥adi ‘yellow’ 5) bil̥i ‘white’ 6) kappu ‘black’ Kinship Terms (If possible) 1) appa ‘father’ 2) amma ‘mother’ 3) akka tangi ‘elder sister younger sister’ 4) tamma an̥n̥a ‘younger brother elder brother’ 5) ajja ajji ‘grand-father grand-mother’ Common Nouns 1) ni:ru ‘water’ 2) nalli ‘tap’ 3) combu ‘water pot (metal)’ 4) baket̥t̥u ‘bucket’ 5) bras̥s̥u ‘brush’ 6) pe:st̥u ‘paste’ 7) so:pu ‘soap’ 8) t̥avelu ‘towel’ 9) tat̥t̥e ‘plate’ 10) lo:t̥a ‘tumbler’ 11) c̥amaca ‘spoon’ 12) kappu ‘cup’ 13) pa:tre ‘vessel’ 14) c̥a:pe ‘mat’ 15) lan̥ga/blouse/an̥gi /s̥art̥u/pyan̥t̥u ‘skirt/blouse/shirt/shirt/pants’ 16) ba:can̥ige ‘comb’ 17) en̥n̥e ‘oil’ 18) te:pu ‘tape’ 19) te:ballu ‘table’ 20) kurc̥i ‘chair’ 21) c̥appali ‘slipper’ 22) bya:gu ‘bag’ 23) pustaka ‘book’ 24) pensillu/pennu ‘pencil/pen’ 25) bassu/sku:t̥ar/saikallu ‘bus/scooter/cycle’ 26) mane ‘house’ List the other vocabulary the child has 1) 2) 3) 4) 5) 6) 7) 12.2. Following commands Each item is at first presented audio-visually (AV1). If the subject fails to respond, or gives a wrong response one repetition is allowed (AV2). If the subject still gives a wrong response or fails to do the task, the items are presented graphemically (G.), if he can read. If the subject still does not give the correct responses, gestures (Ge.) are to be supplemented along with AV. Responses are recorded as right (√), wrong (X), no response (– ), and comments are made when necessary. 1) ba:gilu tegi AV1 ‘open the door’ AV2 G. Ge. 2) ammana kari AV1 ‘call the mother’ AV2 G. Ge. 3) kannu muc̥c̥u AV1 ‘close the eye’ AV2 G. Ge. 4) ba:lu esi AV1 ‘throw the ball’ AV2 G. Ge. 5) pustaka tago: AV1 ‘take the book’ AV2 G. Ge. 6) kai to:rsu AV1 ‘show the hand’ AV2 G. Ge. 7) ta: ta: ma:d̥u AV1 ‘bid good bye’ (say t̥a: t̥̥a: ) AV2 G. Ge. 8) eddu nintko AV1 ‘stand up’ AV2 G. Ge. 9) lait̥ ha:ku’ AV1 ‘switch on the light’ AV2 G. Ge. 10) allige ho:gu AV1 ‘go there’ AV2 G. Ge. 11) ba:lu kodti:ya: AV1 ‘will you give the ball?’ AV2 G. Ge. 12) ba:lannu du:ra esi AV1 ‘throw the ball away’ AV2 G. Ge. 13) akkanna karedu il/illi ku:tko AV1 ‘call the elder sister, sit here’ AV2 G. Ge. 14) ba:gilu muc̥c̥i di:pa a:rsu/a:risu AV1 ‘having closed the door switch off the light’ AV2 G. Ge. 15) kai tol̥ed̥u, oreskon̥d̥u a:me:le idanna tinnu AV1 ‘having washed the hand, having wiped, then eat this’ AV2 G. Ge. 12.3. Conversation This sub-test is to be tape-recorded. Instructions for item presentation are same as for commands. Verbal / non-verbal responses are to be indicated. Responses are marked as √, X, –, with comments, if essential. 1.1) ninna hesare:nu AV1 ‘what is your name?’ AV2 G. Ge. 1.2) ninna vayasses̥t̥u (ninage es̥t̥u vars̥a) AV1 ‘what is your age?’ (how old are you?) AV2 G. Ge. 1.3) appana hesare:nu AV1 ‘what is father’s name?’ AV2 G. Ge. 2.1) appa elli AV1 ‘where is father?’ AV2 G. Ge. 2.2) amma elli AV1 ‘where is mother?’ AV2 G. Ge. 3.1) ninna u:ru ya:vudu AV1 ‘which is your (native) place?’ AV2 G. Ge. 3.2) nimma mane elide AV1 ‘where is your house?’ AV2 G. Ge. 3.3) nimma mane:li ya:ru ya:ru idda:re AV1 ‘who are all there in your house?’ AV2 G. Ge. 3.4) nimma maneyinda illige he:ge bande nadkonda: ….. basnalla: AV1 ‘how did you come here from your house? by walk? ….. by bus?’ AV2 G. Ge. 4.1) ni:nu sku:lige ho:gti:ya: AV1 ‘Will you go to school?’ AV2 G. Ge. 4.2) ya:va sku:lu AV1 ‘Which school?’ AV2 G. Ge. 4.3) estane: kla:su AV1 ‘Which class?’ AV2 G. Ge. 5.1) ni:nu ka:lig/kaige e:nu ha:kikondiddk:ya: AV1 ‘what have you put on your leg/hand?’ AV2 G. Ge. 5.2) i: saratu/langa hosada: AV1 ‘is this shirt/skirt a new one?’ AV2 G. Ge. 5.3) i: cappali hale:da: AV1 ‘is this slipper an old one?’ AV2 G. Ge. 6.1) ninage sarai ista:na: AV1 ‘do you like necklace?’ AV2 G. Ge. 6.2) ninage ousadhi ista:na: AV1 ‘do you like medicine?’ AV2 G. Ge. 6.3) i: pensilu/batte ninda: AV1 ‘is this pencil/cloth yours?’ AV2 G. Ge. 6.4) i: bya:gu ninda: AV1 ‘is this bas yours?’ AV2 G. Ge. 7.1) na:nu ya:ru AV1 ‘who am I ?’ AV2 G. Ge. 7.2) ivaru ya:ru AV1 ‘who is this?’ AV2 G. Ge. 7.3) idu e:nu AV1 ‘what is this?’ AV2 G. Ge. 8.1) ni:nu a:ta a:dti:ya: AV1 ‘will you play?’ AV2 G. Ge. 8.2) ya:ra j̥ote a:ta a:dti:ya: AV1 ‘with whom are you playing?’ AV2 G. Ge. 8.3) ya:va ya:va a:ta a:dti:ya: AV1 ‘what games do you play?’ AV2 G. Ge. 8.4) ninna hattira e:ne:nu a:tada sa:ma:nu ide AV1 ‘what toys do you have?’ AV2 G. Ge. 8.5) ninage ha:vu ista:na: AV1 ‘do you like flowers?’ AV2 G. Ge. 8.6) hu:vugala hesaru he:lu – mallige, j̥a:j̥i ..... AV1 ‘tell me names of flowers – jasmine, ..... AV2 G. Ge. 8.7) ni:nu j̥u:ge ho:giddi:ya: AV1 ‘have you visited zoo?’ AV2 G. Ge. 8.8) pra:nigala hesaru he:lu – huli, na:yi ....... AV1 ‘tell me names of animals – tiger, dog ... AV2 G. Ge. 9.1) ivattu beligge e:nu tindi tinde AV1 ‘what did you eat at the breakfast today morning?’ AV2 G. Ge. 9.2) amma e:ne:nu tindi adige ma:dta:re AV1 ‘what tiffin and eatables does mother cook?’ AV2 G. Ge. 9.3) ni:nu ka:fi kudi:ti:yo:, ha:lu kudi:yi:yo: AV1 ‘do you drink coffee or milk?’ AV2 G. Ge. 10.1) i:va:ga beliggeno:, ra:tri:no: AV1 ‘it is day or night now?’ AV2 G. Ge. 10.2) beligge su:rya:no:/c̥andra:no iro:du AV1 ‘who will be there in the morning, sun or moon?’ AV2 G. Ge. 11.1) ni:nu ellinda ellige ho:gti:ya: AV1 ‘where do you from here?’ AV2 G. Ge. 11.2) manege ho:gi e:nu ma:d̥ti:ya: AV1 ‘what do you do after going home’ AV2 G. Ge. 11.3) elli, t̥a: t̥a: ma:du AV1 ‘ey, say good bye’ AV2 G. Ge. 12. Pictures to be used (indicate AV, G., Ge.) 1) ivaribralli ya:ru c̥ikkavaru ‘who is shorter among the two?’ 2) idralli ya:vudu ettara ‘which is taller in these’ 3) idralli ya:vudu sanna ‘which is smaller in these’ 4) idralli ya:vudu kullu ‘which is dwarfer in these’ 5) idralli ya:vudu dappa ‘which is thicker in these?’ 6) idralli ya:vudu ettara ‘which is taller in these?’ 13. Prepositions (indicate AV, G., Ge.) 1) i: pustaka elide ______________________ ‘where is this book’ ______________________ 2) i:ga (eillide) ______________________ ‘now (where)?’ ______________________ 3) i:ga (eillide) ______________________ ‘now (where)?’ ______________________ 4) i:ga (eillide) ______________________ ‘now (where)?’ ______________________ 5) i:ga (eillide) ______________________ ‘now (where)?’ ______________________ 6) i:ga (eillide) ______________________ ‘now (where)?’ ______________________ 7) i:ga (eillide) ______________________ ‘now (where)?’ ______________________ 14. Fill up the blanks Example: a) ni:ru j̥hul̥u j̥hul̥u anta hariyutte ‘water flows (with jhulu jhulu sound)’ b) na:yi bow bow annutte ‘dog barks (with bow bow sound)’ 1) ghan̥t̥e ______________ ________ anta/e:nu s̥abda ma:d̥utte ‘bell _____________ ________ like / what sound it makes?’ 2) mal̥e _____________ _______ anta/he:ge bi:l̥utte ‘rain _____________ _______like/how it falls?’ 3) pustaka ____________ anta / he:ge bi:l̥utte ‘book __________ like / how it falls?’ 4) ka:su _____ _____ anta/he:ge bi:l̥utte ‘coin ___________ like/how it falls?’ 5) tabala/drammu ________________ anta/he:ge s̥abda ma:d̥utte ‘tabla/drum _______________ like/what sound it makes?’ 6) gej̥j̥e ____________ ______________ anta/he:ge s̥abda ma:d̥utte ‘anklet _____________ _______ like/what sound it makes?’ 7) bat̥t̥e ogeyo:va:ga ________ _______ anta/he:ge s̥abda a:gutte ‘while washing _______ ______ like/what sound comes?’ 8) railu ______________ anta/he:ge s̥abda ma:d̥utte ‘train ___________ like/what sound it makes?’ 9) bassu ____________ anta/hege s̥abda ma:d̥utte ‘bus ___________ like/what sound it makes?’ 10) bekku __________________(e:nu) annutte ‘cat ________________ what sound it makes?’ 15. Plurals (pictures) Example: illi ondu mara ‘here is one tree’ illi mu:ru maragal̥u ‘here are three trees’ 1) illi ondu na:yi ‘here is a dog’ illi ___________ _________ ‘here ________ ___________ 2) illi obba tamma ‘here is a brother(younger)’ illi ___________ _________ ‘here ________ ___________ 3) illi obbal̥u hud̥ugi ‘here is a girl’ illi ___________ _________ ‘here ________ ___________ 4) illi obba hud̥uga ‘here is a boy’ illi ___________ _________ ‘here ________ ___________ 5) illi ondu hu:vu ‘here is a flower’ illi ___________ _________ ‘here ________ ___________ 12.4. Elicitation on a topic 1) ninage kate he:l̥akke barutta: ‘can you tell a story’ ya:va ya:va kate barutte ‘what stories can you tell?’ ondu kate he:l̥u ‘tell one story’ kate hesare:nu ‘what is the name of the story?’ 2) ni:nu bel̥iggeyinda ra:tri tanaka e:ne:n ma:d̥ti:ya anta he:l̥iti:ya: ‘what do you do from morning till evening? can you tell’ 3) nimma sku:lnalli e:ne:n pa:t̥ha he:l̥kod̥ta:re ______ vis̥aya he:l̥u ‘what subjects do they teach you at school? _______ tell subjects 4) ni:nu sinema:ge ho:gti:ya: ‘do you go to cinema (movie)?’ ya:va sinema:ge ho:gidde ‘to which cinema (movie) you had gone? ________________ sinema: kathe he:l̥u ‘tell the story of the cinema’ 5) ni:nu rajadall u:rige ho:gti:ya: ‘do you go to your native town in the vacation?’ ya:vu:rige ‘to which town?’ alli ya:ridda:re ‘who is there?’ a: u:rnalli e:ne:nide ‘what are there in that town?’ a: u:rnalli e:ne:n ma:d̥ti:ya: ‘what do you do in that town?’ 6) Or use a picture story (or action picture) to elicit speech Transcription of what is narrated by the subject Voice Pitch – Loudness – Quality – Other aspects of speech of the child (General remarks) Rate of speech – Intelligibility – Rhythm – Intonation – Prepared by M. S. THIRUMALAI S. G. GAYATHRI Central Institute of Indian Languages Mysore 570 006