Phoneme, grapheme, onset-rime and word analysis in Braille with young children. (original) (raw)
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Braille reading is a crucial literacy skill for blind individuals and an important model to study non-visual modes of communication. All Braille letters, symbols and digits are derived from a basic 6 raised-dots template creating various combinations of multiple or single raised-dot patterns. Although the Braille code is uniform and reading procedures are standard for all languages and Braille teaching approaches are often quite similar, the specific language taught can make the process of acquisition more complex.
A Computer-Based Program to Teach Braille Reading to Sighted Individuals
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Instructors of the visually impaired need efficient braille-training methods. This study conducted a preliminary evaluation of a computer-based program intended to teach the relation between braille characters and English letters using a matching-to-sample format with 4 sighted college students. Each participant mastered matching visual depictions of the braille alphabet to their printed-word counterparts. Further, each participant increased the number of words they read in a braille passage following this training. These gains were maintained at variable levels on a maintenance probe conducted 2 to 4 weeks after training.
Braille Literacy Skills: An Analysis of the Concept of Spelling
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The development of literacy for all persons constitutes the cornerstone of education. Literacy has been in the center of national concern, and its context and content have been explored by educators, policy makers, and the mass media (Rex, 1989). A common definition of literacy is the ability to read and write at such a level as to be able to meet daily living needs. "Literacy is a continuum from basic reading and writing skills all the way up to various technical literacies" (Troughton, 1992, p. 14). In essence, the acquisition of literacy skills provides all the prerequisites for achievement in many areas of life, from school to employment (Koenig & Holbrook, 2000). Literacy skills are equally significant for individuals who are visually impaired (that is, those who are blind or have low vision). The development of literacy by children who use braille and print is approximately the same (McCall, 1999). What may differ is the way in which sighted students and those with visual impairments construe the world and develop literacy skills (Argyropoulos, 2002; Cromer, 1973; Koenig & Holbrook, 2000). Spelling is a developmental process and consists of stages that are compatible with students' understanding of letter-sound relationships (Beers, 2003; Templeton, 2002). These letter-sound relationships become more meaningful to students as their
2020
Nowadays one of the main issues of pedagogy is teaching to primary school children who are blind and those with residual vision. Among those schoolchildren writing disorders are quite common and have a negative effect on their learning progress. The quality and acquisition of school curriculum slows down, and in general negatively affects the learning process of these children. The relevance of the study depends on the fact that sufficient methods, approaches related to teaching Braille literacy have not yet been thoroughly studied and developed.There are insufficient typhlotechnical, typhographic techniques to help promote literacy through the Braille system. The study of the above-mentioned and other similar issues will help to fully implement the Braille system thus improving the writing abilities of children with visual impairments.
Journal of Applied Behavior Analysis, 2010
Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.
Teaching Braille Literacy To Blind Primary Schoolchildren And Those With Residual Vision
Armenian Journal of Special Education
Nowadays one of the main issues of pedagogy is teaching to primary school children who are blind and those with residual vision. Among those schoolchildren writing disorders are quite common and have a negative effect on their learning progress. The quality and acquisition of school curriculum slows down, and in general negatively affects the learning process of these children. The relevance of the study depends on the fact that sufficient methods, approaches related to teaching Braille literacy have not yet been thoroughly studied and developed.There are insufficient typhlotechnical, typhographic techniques to help promote literacy through the Braille system. The study of the above-mentioned and other similar issues will help to fully implement the Braille system thus improving the writing abilities of children with visual impairments.
C.A.: Braille Literacy Skills: An Analysis of the Concept of Spelling
2006
The development of literacy for all persons constitutes the cornerstone of education. Literacy has been in the center of national concern, and its context and content have been explored by educators, policy makers, and the mass media (Rex, 1989). A common definition of literacy is the ability to read and write at such a level as to be able to meet daily living needs. "Literacy is a continuum from basic reading and writing skills all the way up to various technical literacies " (Troughton, 1992, p. 14). In essence, the acquisition of literacy skills provides all the prerequisites for achievement in many areas of life, from school to employment (Koenig & Holbrook, 2000). Literacy skills are equally significant for individuals who are visually impaired (that is, those who are blind or have low vision). The development of literacy by children who use braille and print is approximately the same (McCall, 1999). What may differ is the way in which sighted students and those with ...
Building the Alphabetic Principle in Young Children who are Deaf and Hard of Hearing
The Volta Review
Acquisition of phoneme-grapheme correspondences, a key concept of the alphabetic principle, was examined in young children who are deaf or hard of hearing (DHH) using a semantic association strategy embedded in two interventions, the Children's Early Intervention and Foundations for Literacy. Single-subject design experiments using multiple baselines across content were used to examine the functional relationship between student outcomes and the intervention provided. Only students who were able to identify spoken words were included in the studies. Study One was conducted with 5 children 3.10-7.10 years of age in oral or signing programs. Study Two was conducted with 5 children 3.10-4.5 years of age in an oral program. All children acquired taught phoneme-grapheme correspondences. These findings provide muchneeded evidence that children who are DHH and who have some speech perception abilities can learn critical phoneme-grapheme correspondences through explicit auditory skill instruction with language and visual support.
Emergência De Leitura Braille Recombinativa Em Pessoas Com Deficiência Visual
Revista Brasileira de Análise do Comportamento, 2016
O estudo investigou a aquisição de leitura de pseudopalavras em Braille e o desenvolvimento de leitura recombinativa. Quatro adultos alfabetizados, com deficiência visual adquirida, participaram de duas fases com seis ciclos ensino-teste. Cada fase ensinou 12 palavras. A composição das pseudopalavras ensinadas visou potencializar a leitura recombinativa: quatro vogais e quatro consoantes formaram 4 sílabas que ocuparam a posição inicial e final em igual número de palavras dissílabas. Ensinou-se em cada ciclo quatro discriminações condicionais auditivo-táteis entre pseudopalavras ditadas (A) e impressas em alfabeto romano em relevo (B) e duas entre pseudopalavras ditadas e impressas em Braille (C). Testes periódicos avaliaram novas relações de seleção (BC, CB, AC) e a leitura oral das palavras. Os participantes aprenderam as discriminações condicionais e formaram classes de equivalência entre as palavras ditadas e táteis (romano e Braille). Nos testes de seleção com palavras novas os escores foram maiores que 80%. Os participantes apresentaram leitura oral recombinativa acima de 75% de acertos com fonte 90 (Fase 1) e entre 41 e 79% de acertos com a fonte 40 (Fase 2). Os resultados replicaram e estenderam para estímulos em Braille as descobertas prévias de que o controle elementar por unidades intrassilábicas favorece a leitura recombinativa.