Teaching Braille Literacy Skills

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

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

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

Component III -- Tracking and Mastery of uncontracted braille

Tracking

Alphabet reading

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

Speed building

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