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

Abstract

The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some differences between the groups were seen on measures of social interactions, the introduction of contractions, and time spent with paraeducators, but the most demonstrated difference was the provision of consistent structured reading instruction.

Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired

“…At the site where this study took place all middle and high school students were enrolled in an AT course and had access to ample AT hardware and software. As a final point, the authors conclude that this study's results are similar to braille literacy research, in that braille instruction cannot be taught in isolation from literacy instruction (Wall Emerson, Holbrook et al, 2009;Wall Emerson, Sitar et al, 2009). Likewise, AT and word processing instruction cannot be taught separately from writing instruction.…”

“…During the drafting stage, authors must choose precise words to convey ideas and content while maintaining focus on conventions of English such as spelling and grammar. Conventions are considered to be a strength for children who are visually impaired (Erin & Wright, 2011;Wall Emerson, Holbrook, & D'Andrea, 2009;Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009). In polished writing samples words and sentences connect ideas smoothly, allowing the reader to move fluidly through the composition to understand the author's intended meaning (Lenski & Johns, 2010).…”

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

“…Braille instruction must be systematic, regular, adequate to the child’s needs, and provided by knowledgeable and appropriately trained personnel, to give the child who is blind the best opportunity to become a proficient reader (Barclay, Herlich, & Sacks, 2010; Koenig & Holbrook, 2000a; Lusk & Corn, 2006; Musgrove & Yudin, 2013; U.S. Department of Education, Office of Special Education and Rehabilitative Services, 2000; Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009). Strong evidence suggests that reading instruction within a structured format, including drill and practice in Braille reading, results in increased reading achievement, faster silent and oral reading rates, fewer reading errors, and greater comprehension (Crandell & Wallace, 1974; Ferrell, Buettel, Sebald, & Pearson, 2006; Flanagan, 1966; Flanagan & Joslin, 1969; Kederis, Nolan, & Morris, 1967; Layton & Koenig, 1998; Lorimer, 1990; Mangold, 1978; McBride, 1974; M. R. Olson, 1977; Wall Emerson, Sitar, et al, 2009).…”

“…Department of Education, Office of Special Education and Rehabilitative Services, 2000; Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009). Strong evidence suggests that reading instruction within a structured format, including drill and practice in Braille reading, results in increased reading achievement, faster silent and oral reading rates, fewer reading errors, and greater comprehension (Crandell & Wallace, 1974; Ferrell, Buettel, Sebald, & Pearson, 2006; Flanagan, 1966; Flanagan & Joslin, 1969; Kederis, Nolan, & Morris, 1967; Layton & Koenig, 1998; Lorimer, 1990; Mangold, 1978; McBride, 1974; M. R. Olson, 1977; Wall Emerson, Sitar, et al, 2009).…”

Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments

“…The practice of repeated readings is validated as evidence based within the general population of students (NICHD, 2000) and for students at risk for reading disabilities (Therrien, 2004). Students with visual impairments read at a slower rate than their sighted peers, and this disparity only increases as students advance in school (Corn et al, 2002;Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009). Instructional strategies have been developed to increase oral reading fluency in sighted students, but an evidence base of this kind has yet to be established for their peers with visual impairments (Ferrell, 2006;Layton & Koenig, 1998).…”