SPE 551

Teaching Braille Literacy Skills

  • How is teaching braille like teaching print reading?
  • The objective is the same -- literacy.
  • Most of the prerequisites are the same.

–Same/different

–Sequencing

–Left/right

–Categorization and classification

  • Reading and writing must be taught simultaneously.
  • Approaches to teaching reading are the same:

–Whole language

–Phonetic

–Language experience

–Etc.

  • How is teaching braille reading and writing different?

Concepts must be more consciously taught and assessed.

Students must be taught “book skills.”

Incidental exposure to experiences must be planned.

Motor skills must be more highly developed.

Students require up to 2 years longer to master the code.

Spelling is more difficult.

  • Who needs braille?
  • Mercer’s Rules for determining when to teach braille

When the reading speed is so low that it affects the comprehension level.

When there are so many miscues that the comprehension level is significantly affected.

When the number of letters per fixation is 3 or less.

In situations where it makes more sense.

When they are unable to read their own handwriting.

Limited amount of time they able to read before eye strain sets in.

Probable vocational demands.

Academic demands.

Motivation of the student.

Level of adjustment to the visual impairment.

  • Types of students who read braille

Students who are congenitally blind and have never seen print.

Students who have been adventitiously blinded.

Students who need dual media.

Students with multiple and visual impairments (especially Functional Skills level). Instruction in uncontracted braille should be considered for these students.

  • Braille Readiness or Emergent Literacy
  • Foundations to Learning to Read braille

Language and content.

Understanding that written (embossed) symbols represent words and ideas.

Motor skills.

  • When is a child ready for braille?
  • Enough experiences to make reading meaningful.
  • Foundational understanding of basic concepts.
  • Receptive/expressive vocabulary.
  • Advanced auditory discrimination skills.

Localization of sound and objects in space.

Identification of objects, people, and events.

Closure (sentences convey whole ideas).

Memory

  • Advanced tactual discrimination.
  • Basic tactual tracking.
  • Important Components in Teaching Braille Reading and Writing
  • Four Components of Braille Instruction

Assessment

Development or Enhancement of Language and Tactual Skills

Tracking and Mastery of uncontracted braille

Mastery of contracted braille and Speed Building

  • Critical Components in Teaching in Braille
  1. Component I -- Assessment

FVA/LMA

Pre-reading skills

listening comprehension

vocabulary

braille mastery (if any)

  • –signs and contractions
  • –mechanics (hand movement, tracking skills, etc.)

Independent Reading Inventories

Instruments Available for Assessment of Braille Skills

Assessing Braille Literacy Skills (ABLS) – Region 4

The KIT – TSBVI

The Mangold Reading Readiness program

Patterns

Braille Too

Minnesota Braille Skills Inventory

The Braille Connection

Braille FUNdamentals

  1. Component II -- Development or Enhancement of Language and Tactual Skills

Advanced tactual discrimination training

Strength and endurance training

Concept building

Language experience stories

Incidental exposure

  1. Component III -- Tracking and Mastery of uncontracted braille

Tracking

Alphabet reading

Alphabet writing (learning to load a braille writer, dot counts…)

Speed building

  1. Component IV -- Mastery of contracted braille and Speed Building

Introduction to all braille contractions.

Speed and comprehension building.

  • Mechanics of Efficient Braille Reading

Use fluid hand motions.

Use two hands.

Use the left hand to locate the next line.

Do not scrub. Never present braille characters in isolation (e. g. one character on a flash card)

Do not regress.

Relax the fingers.

Use a light touch.

Curl the fingers.

Do not vocalize or sub-vocalize.

Encourage your students to be “avid readers.”

  • Developing Fluency in Braille Reading

Encourage independent reading.

Be sure that instruction is at a level low enough to ensure success.

Identify books that sighted kids are interested in and currently reading.

Be sure that your students are included in programs to promote reading at libraries, etc.

Repeated readings of the same material.

Have students practice and read stories to smaller children

Enroll students in the Braille Book Club and with the Texas State Library (800-252-9605) and others you can research online

  • Materials and Resources

Braille Book Club

Braille FUNdamentals – TSBVI; designed to teach a wide range of age ranges. Includes a pre-braille assessment, numerous age appropriate activities and writing exercises.

Braille Too – for secondary students who are already readPatterns – for younger children; typically those who are congenitally blind readers

Individualized reading materials

Mangold Reading Readiness program – can be used with any age student. Teaches tracking and tactual discrimination only.

One is Fun – Margoie Troughton; is designed to be used with a variety of kinds of students, but most frequently primary students or those with other disabilities.

Read Again/The Braille Connection – for secondary students who are already readers

Seedlings – books for very young tactual learners

Texas State Library

Un’s the One – TSBVI; teaches uncontracted braille to a students from different age and ability groups.

  • How much time should a TVI dedicate to teaching a student who is learning braille?

A MINIMUM OFONE AND A HALF HOURS PER DAY

FOR A MINIMUM OFFOUR DAYS PER WEEK!

  • Should I ever teach braille to a student who can still read print but will one day be a braille reader?

Probably not.

Instead, concentrate on building visual maps and providing training in the extended core curriculum.

SPE 551 – Teaching Braille Literacy Skills – NotesPage 1 of 1