Guiding Students to Become Fluid and Efficient Braille Readers Helen Stevens Iowa Department for the Blind

Outline Background Proficient Literacy Skills Learning Braille Normalizing Braille Technology

Background

Audience? PK-12 students Beginning or long-time braille readers Began braille at any grade level Low vision & blind

Proficient Literacy Skills Ability to effectively access and communicate information and ideas Grade appropriate skills Fluency Comprehension Writing

Learning to Read Audio reading isn’t bad, but it’s not learning to read Basic concepts: letters, words, punctuation, phonetics … Teach contractions as they come up

Spelling Learn both to write words in braille and spell them out Importance of knowing what letters contractions stand for

Learning the Code Older students already know how to read Cover contractions as quickly as possible Read meaningful interesting content Incorporate into schoolwork

Barriers Misconceptions Limited instructional time Student motivation

Reading Technique Print readers don’t read letter by letter 2 hands 6 fingers Shapes rather than individual dots Enforce as early as possible

Learning to Use More Fingers Read with non-dominant hand Read with each finger independently

Sight words All ages Automatic recognition Efficient way to increase speed

Harm of Uncontracted braille Learn wrong shapes Slows reading speed development Harder to know whether words look right

Braille, Braille, Everywhere How to normalize braille and make it a part of students’ lives

Classroom Labeling: Student supplies Print signs or posters Interactive classroom items Classroom library

Schoolwork Refreshable braille Worksheets before books

Home Parents learn basics Labeling Games Making time for reading

Technology Improves access to braille rather than limits the need for it Notetakers Braille displays

Questions and Discussion