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ERIC Number: EJ1127193
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0145-482X
Teachers' Experiences with Literacy Instruction for Dual-Media Students Who Use Print and Braille
Herzberg, Tina S.; Rosenblum, Penny; Robbins, Mary E.
Journal of Visual Impairment & Blindness, v111 n1 p49-59 Jan-Feb 2017
Introduction: This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods: These teachers in the United States and Canada completed an online survey during spring 2015. Results: The teachers reported that they introduced braille to their students at the mean age of 7.8 years. The three most common reasons reported for introducing a student to braille were the student's diagnosis, print reading speed, and print reading stamina. The amount of instructional time in braille literacy varied widely, and slightly more than 60% of the students were initially introduced to uncontracted braille. The teachers reported that approximately half of their students were at or above grade level with their print literacy skills, but only about 25% were at or above grade level with their braille literacy skills. Discussion: Both contracted and uncontracted braille were used when beginning braille instruction for students reading both print and braille. The roles of student motivation and confidence appeared to be important considerations when designing and providing braille literacy instruction. Implications for practitioners: There are many factors that should be considered when determining if a student should transition from print to braille as a primary literacy medium. Motivating students to want to learn and use braille is critical. A comprehensive curriculum is needed for use with established print readers at various reading levels who are making the transition to braille.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; Canada
Grant or Contract Numbers: N/A