The role of DAISY digital talking books in the education of individuals with blindness: A pilot study

Argyropoulos, Vassilios; Paveli, Afroditi; Nikolaraizi, Magda

doi:10.1007/s10639-018-9795-2

Cited by 15 publications

(12 citation statements)

References 24 publications

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“…Although little is known about the underlying causes for the developmental lag in reading skill found in children with visual impairments (e.g., Douglas et al, 2002Douglas et al, , 2004 it is important to develop a detailed profile of partially-sighted children's reading ability (at least comparable to the wellresearched reading profile of their TS peers) as their documented lag in reading comprehension ability compared to TS children increases with age, and research indicates that in the UK children with VIs are already entering secondary education (11+ years) with lower attainment than other pupils (Chanfreau & Cebulla, 2009). This study represents a move in the direction of establishing a reading profile for this population of novice (7-11 years) readers, which could then be utilised by researchers examining how best to support reading in individuals with VIs, whether that be via the use of assistive technologies (e.g., Argyropoulos, Padeliadu, Avramidis, Tsiakali, & Nikolaraizi., 2019;Argyropoulos, Paveli, & Nikolaraizi, 2019), or other approaches such as repeated readings (that could emphasise spatial information in narratives) (e.g., Savaiano, & Hatton, 2013).…”

Section: Discussionmentioning

confidence: 99%

Inference making skill in children with visual impairments

Sullivan

Oakhill

2020

Research in Developmental Disabilities

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There is a scarcity of research examining the reading comprehension skills of partiallysighted children despite evidence indicating that they lag behind their typically-sighted (TS) peers in reading comprehension ability. We compare the performance of children with visual impairments (VIs) with that of chronological-age matched TS counterparts on a task that requires them to make emotional, temporal and spatial inferences from short texts. The findings indicate that children with VIs exhibit a specific deficit in drawing inferences about spatial information in narratives as opposed to emotional or temporal information. The results are discussed in relation to the role of visual acuity in imagery skills and how this affects the construction of a mental model of a text.

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Section: Discussionmentioning

confidence: 99%

Inference making skill in children with visual impairments

Sullivan

Oakhill

2020

Research in Developmental Disabilities

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“…The addition of an audio function to the device can be audio added to the device can be a medium to provide information on visual mathematical phenomena, and to enhance learning and cognition. However, more knowledge is needed about how cognitive processes are activated to comprehend an auditory text, not least a mathematical text, and about effective navigational strategies using text-to-speech technologies (Argyropoulos et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The addition of an audio function to the device can be Audio added to the device can be a medium to provide information on visual mathematical phenomena, and to enhance learning and cognition. However, more knowledge is needed about how cognitive processes are activated in order to comprehend an auditory text, not least a mathematical text, and about effective navigational strategies using text-to-speech technologies (Argyropoulos et al, 2019) The results of our review show that digital textbooks and aural feedback have become essential in learning technologies for students with visual impairments, as audio was applied in 9 of the 13 studies (Beal et al, 2011;Bouck et al, 2011;Bouck & Weng, 2014;Bouck et al, 2016;Hansen et al, 2010;Huang et al, 2015;Isaacson et al, 2010;Landau et al, 2003;Sánchez & Flores, 2005). The application areas varied from completely replacing Braille literacy to additional media and to tactile reading.…”

Section: Audio Devicesmentioning

confidence: 99%

“…Students with visual impairments can supplement their reading of Braille or printed text with aural outputs from screen readers or digital talking books (Argyropoulos, Paveli, & Nikolaraizi, 2019). For example, DAISY (digital accessible information system) books have been developed to assist people with VI in the learning process (Maćkowski, Brzoza, & Spinczyk, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Digital learning in mathematics for students with severe visual impairment: A systematic review

Klingenberg¹,

Holkesvik

Augestad

2019

British Journal of Visual Impairment

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Mathematical education is currently undergoing significant changes that are driven by technology and digital-based learning. Students with visual impairments (VI) may face different challenges in mathematical education due to a lack of accessible materials designed to support the development of conceptual understanding in mathematics. The aim of the study was to summarize current evidence-based knowledge about e-learning in mathematics among students with severe VI. A systematic review was conducted of articles published from January 2000 to November 2017. A total of 13 publications met the inclusion criteria, of which 12 reported studies with an intervention or an experimental design and one had a cross-sectional design. The number of students with VI varied from three to 16 ( Mage = 19 years). Four publications reported either ophthalmic diagnoses or World Health Organization’s (WHO) definition of vision loss. The mathematical training was reported as lasting from one session to 18 weeks of training. Eight papers reported the use of audio-based applications as learning aids. The authors conclude that interactive e-learning with audio and tactile learning programmes may be a useful resource for students with VI to enhance their mathematical skills. However, there is lack of evidence for how digital technologies improve inclusion potentials and learning in mathematics for students with VI, and hence, there is a need for additional research and more reflection on the subject.

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“…D’Andrea (2012) reported in her research that students who read braille use AT to engage in literacy tasks and to access the general curriculum and stressed the need to conduct more research on the ways that AT facilitates or enhances blind students’ learning. Such examples may constitute Zhou et al’s (2012) research about gender, vision loss, and reading comprehension through Internet or through digital talking books such as DAISY formats and synthetic speech (Argyropoulos, Paveli, & Nikolaraizi, 2018; Argyropoulos, Sideridis, Martos, & Nikolaraizi, 2015). According to Rose and Dalton (2006), using AT or alternative AT helps students with VI to develop effective skills which serve as an alternative literacy to keep up with their peers in classrooms.…”

Section: Introductionmentioning

confidence: 99%

An investigation of preferences and choices of students with vision impairments on literacy medium for studying

Argyropoulos

Padeliadu

Avramidis³

et al. 2019

British Journal of Visual Impairment

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This article presents the outcomes of a national survey set in Greece examining the preferences and choices of students with vision impairments on literacy medium for studying. In brief, this study explored (a) the students’ preferences regarding literacy medium for studying, (b) the students’ opinions regarding the best performance medium for their studying, and (c) the relationship between the students’ literacy medium preferences and choices in terms of their age, type of vision loss, and onset of vision impairment. Seventy-five primary and secondary students with vision impairments participated in the study. Relevant data were obtained through questionnaires, and the results showed that braille and large print were the preferred mediums for studying regardless of gender, age, type of vision loss, and onset of blindness. Yet, the majority of the participants chose the medium of listening (‘aural reading’) as the best performance medium for their studying. The discussion highlights issues such as literacy skills, usage of technological advances, and teachers’ training and stresses the need for developing evidence-based practices and educational programmes through organized interdisciplinary teams and networks.

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The role of DAISY digital talking books in the education of individuals with blindness: A pilot study

Cited by 15 publications

References 24 publications

Inference making skill in children with visual impairments

Inference making skill in children with visual impairments

Digital learning in mathematics for students with severe visual impairment: A systematic review

An investigation of preferences and choices of students with vision impairments on literacy medium for studying

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