Social Experiences of Beginning Braille Readers in Literacy Activities: Qualitative and Quantitative Findings of the ABC Braille Study

Abstract

This mixed-design investigation examined the social experiences of beginning braille readers who were initially taught contracted or alphabetic braille in literacy activities as part of the ABC Braille Study. No differences in the quality or quantity of social experiences were found between the two groups over time.

The Effect of Consistent Structured Reading Instruction on High and Low Literacy Achievement in Young Children who are Blind

“…That being said, there were some differences between the two groups. As a group, the low-achieving students interacted less frequently with their classmates than did the highachieving students-an average of 6.43 times (.91 per session) for the lowachieving students versus a mean of 8.25 (1.29 per session) interactions for the high-achieving students (Sacks, Kamei-Hannan, Erin, Barclay, & Sitar, 2009). One student among the 7 low-achieving students interacted 18 times with peers, and if that student were removed from the calculation of the mean, the average would be 4.5 interactions per student for the remaining 6 students.…”

Collaborative Research: The Alphabetic Braille and Contracted Braille Study as an Example of Collaborative Research

“…Quantitative and qualitative data were collected on the students and reported in numerous articles (Barclay, Herlich, & Sacks, 2010;D'Andrea, 2009;Sacks, Kamei-Hannan, Erin, Barclay, & Sitar, 2009;Wall Emerson, Holbrook, & D'Andrea, 2009;Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009;Wright, 2009Wright, , 2010Wright, Wormsley, & Kamei-Hannan, 2009). The focus of this article is the nature of the research collaboration.…”