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ERIC Number: EJ858202
Record Type: Journal
Publication Date: 2009-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0145-482X
The Effect of Consistent Structured Reading Instruction on High and Low Literacy Achievement in Young Children Who Are Blind
Emerson, Robert Wall; Sitar, Debbie; Erin, Jane N.; Wormsley, Diane P.; Herlich, Stephanie Leigh
Journal of Visual Impairment & Blindness, v103 n10 p595-609 Oct 2009
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. (Contains 7 tables.)
American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A