Reading Comprehension for Braille Readers

Savaiano, Mackenzie E.; Compton, Donald L.; Hatton, Deborah D.

doi:10.1016/b978-0-12-420039-5.00004-6

Cited by 9 publications

(5 citation statements)

References 26 publications

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“…Despite not having hearing difficulties, in the early pre-reading stages, blind students require a great deal of support from their caregivers or teachers to expand their experience of the world, which is restricted by a lack of vision (Steinman et al, 2006). Similarly, they rely on their caregivers and parents for early tactile experiences that bring them closer to the Braille reading experience, in a similar way that typically developing students are exposed, sometimes unintentionally, to written material (Steinman et al, 2006;Savaiano et al, 2014). All of these elements will subsequently affect students' reading fluency.…”

Section: Visually Impaired Studentsmentioning

confidence: 99%

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

Rosas,

Espinoza,

Martinez

et al. 2023

Front. Educ.

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IntroductionStudents with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.MethodsIn the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.ResultsOur descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.DiscussionWe then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.

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Section: Visually Impaired Studentsmentioning

confidence: 99%

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

Rosas,

Espinoza,

Martinez

et al. 2023

Front. Educ.

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“…Moreover, the sequential flow also limits the VIS's reading ability due to being unable to read long chunks of words leading to a more time consuming and exhausting process (Castellano, 2005). Evidence shows that a skilled Braille reader is able to read at about half the speed of a good print reader (Nolan & Kederis 1969;Savaiano et al, 2014;Trent & Truan, 1997;Wormsley, 1996). b. Assistive Technology: Several researchers have shown that the VIS compensate for visual loss by using assistive devices; however, reading speed can be delayed due to such assistive tools.…”

Section: Inclusive Education For the Vismentioning

confidence: 99%

The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

Attachoo¹,

Sitthitikul²

2020

ELT

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Under the light of educational equality, visually impaired students (VIS) have the right to improve their quality of life through educational achievement. Fortunately, policies and regulations encourage inclusive education to support all types of students including students with visual impairment. This means that the VIS are required to complete a compulsory educational system including studying English language in school and university levels. However, the mismatch between the objectives of the support policies and the practicality towards English Language Learning (ELL) among these students still exists in Thailand, and the difficulties in the ELL of the VIS remain uninvestigated. Hence, this study aims to explore the essence and meaning of ELL in an inclusive classroom derived from the perceptions of the VIS. To elicit the experiences from the participants, the phenomenological methodology was employed as the research design. The findings were drawn from nine students with visual impairment studying in an inclusive classroom setting. The data was collected from in-depth interviews and grouped into units of meaning or themes. The results showed that the essence of this study was shaped from both negative and positive aspects of ELL in an inclusive classroom, which can contribute to the VIS, practitioners, and administrative levels as guidance for future practices.

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“…This sequential, one-cell-at-a-time perception may strain orthographic and phonological processing (Adams, 1990). Unfortunately, the body of research on teaching reading to children who read braille is limited (Savaiano et al, 2014).…”

Section: Braille Vocabulary and Spellingmentioning

confidence: 99%

“…Bigelow (1990) showed that young children who are blind experience differences in concept and language development than sighted peers. However, Savaiano et al (2014) found no research explicitly addressing the importance and role of vocabulary and concept development in the Braille reading process. This lack of information about vocabulary and concept development represents a substantial gap in our knowledge of Braille reading, because we know little about the individual differences in the development of conceptual knowledge in students who are blind.…”

mentioning

confidence: 99%

“…Perfetti, Landi, and Oakhill (2005) created a cognitive model of reading that recognizes the interactions between a written text, word identification, comprehension, and background knowledge. In a recent review, Savaiano, Compton, and Hatton (2014) used the Perfetti et al (2005) model to frame existing Braille reading research. They highlighted that the majority of researchers of Braille reading have concentrated on word identification processes, specifically focusing on the perceptual features of the Braille code itself and the rate at which students can decode Braille.…”

mentioning

confidence: 99%

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Vocabulary Word Instruction for Students Who Read Braille

Savaiano

Compton

Hatton

et al. 2015

Exceptional Children

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Comprehension is often seen as the ultimate goal of reading instruction. In fact, the National Reading Panel wrote that "comprehension is critically important to development of children's reading skills and therefore their ability to obtain an education" (National Institute of Child Health and Human Development [NICHD], 2000, p. 4-1). However, it is important to understand that multiple distinct cognitive processes interact to create the construct we commonly refer to as reading comprehension.Perfetti, Landi, and Oakhill ( 2005) created a cognitive model of reading that recognizes the interactions between a written text, word identification, comprehension, and background knowledge. In a recent review, Savaiano, Compton, and Hatton (2014) used the Perfetti et al. (2005) model to frame existing Braille reading research. They highlighted that the majority of researchers of Braille reading have concentrated on word identification processes, specifically focusing on the perceptual features of the Braille code itself and the rate at which students can decode Braille.Although decoding is an integral part of the reading process, it is only helpful for comprehension if the resulting word is part of the reader's vocabulary (NICHD, 2000). The age of onset of blindness, visual diagnosis, and presence of additional disabilities are only a subset of factors that could potentially affect the quality and quantity of early learning experiences of Braille readers. There is a reciprocal relationship between vocabulary, comprehension, and amount of reading (Nagy, 598774E CXXXX10.

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Reading Comprehension for Braille Readers

Cited by 9 publications

References 26 publications

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom

Vocabulary Word Instruction for Students Who Read Braille

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