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ERIC Number: EJ858211
Record Type: Journal
Publication Date: 2009-Oct
Pages: 4
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-0145-482X
The Role of Hand Dominance in Beginning Braille Readers
Wright, Tessa
Journal of Visual Impairment & Blindness, v103 n10 p705-708 Oct 2009
In this article, the author examines the role of "hand dominance" in beginning braille readers. "Hand dominance" refers to whether an individual is "right handed" or "left handed." The data for these analyses were taken from the Alphabetic Braille and Contracted Braille Study (ABC Braille Study). The ABC Braille Study was a five-year nonrandomized longitudinal study that was conducted with approval of the Human Subjects Institutional Review Board at Vanderbilt University and those of other researchers' universities. The analyses in this article used data from 35 students in a range of educational placements. The analyses examined two major variables: (1) hand dominance; and (2) reading patterns. Data on hand dominance were based on reports by the teachers of students with visual impairments at the beginning of the study. Hand movement patterns for reading were derived through observation. Through visual and statistical analysis, no statistically significant correlations were found between hand dominance and the reading patterns that the students used. In other words, the students who were reported to be right hand dominant may have been just as likely to read with the left as the right hand. Likewise, those who were reported to be left hand dominant may have been just as likely to read with one hand as with two hands. Furthermore, this finding indicates that an individual can progress to sophisticated and more efficient reading patterns, regardless of which hand is considered dominant. This finding suggests that hand dominance should not be a major consideration when teaching students how to move their hands when reading braille. (Contains 1 table.)
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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