In the educational system of Iran, in which English is a foreign language, the duration of primary school is six years. After that, these English as a foreign language students enter high school and start to learn English during an additional six-year period. In years seven and eight, English textbooks are embossed in alphabetic English braille; but, for the next four years, these books are prepared in the contracted form. Visually impaired students in Iran use alphabetic braille to read and write in their own mother tongue (Farsi). Contracted braille is, therefore, a foreign concept to these students. In Iran, the exposure of students who are learning English to contracted braille in high school has affected the reading skills of these students. The present researchers interviewed four teachers regarding the teaching of contracted braille to English as a foreign language visually impaired high school students, and they also made some changes to the curriculum followed by the teachers. Since it is difficult for students to memorize a large amount of contractions quickly, all parties agreed that contracted braille needs to be taught as early as the first year of high school to Farsi-speaking students learning English. The present study aims to scrutinize the effects on reading fluency of learning contracted English braille. To do so, the researchers taught alphabetic and contracted braille to a visually impaired 12-year-old school boy to examine the degree of impact of teaching either of these two codes on his reading fluency.