1. Literacy Through the Lens of CVI Across the Three Phases (9)
Understanding Literacy and
How It Connects to CVI
Yvonne Locke, M.S. Ed., TVI

2. Before we begin… ? !

3. Before we begin… Dr. Feuerstein Mediated Learning Theory
G. Pinnell and I. Fountas
Literacy Learning Principles
Dr. Roman-Lantzy
The CVI Range
Phases of CVI
Dr. Dutton
Vision and the Brain

4. Disclaimer of Information
All work referring to:
The CVI Characteristics of complexity of object, complexity of array, and novelty;
The CVI Range©;
Phases-I, II, and III;
Salient Features;
Letter Bubbling; and
Comparative Thought
As it relates to CVI is directly related the work of Dr. Roman-Lantzy.

5. What is Literacy?
Currently “there is no general agreement about the definition of literacy” (Keefe & Copeland, 2011, p. 93). The primary reason for this is that the concept of literacy is always changing with time and place. “Literacy exists on a continuum and develops across an individual’s lifetime,” (Keefe & Copeland, 2011, p. 96). In addition, there are differing perspectives of how literacy should be defined. While there are several subsets of definitions for literacy, there are two primary schools of thought. 1. Literate (the ability to read and write print) 2. Functional Literacy

6. Retrieved from http://elearn.afb.org/course.asp?eid=6554#content.
What is Literacy?
“A person is functionally literate who can engage in all those activities in which literacy is required for effective functioning of his group and community and also for enabling him to continue to use reading, writing and calculation for his own and the community’s development.” (UNESCO, 2006, p. 30).
UNESCO goes on to state that literacy is: “The ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential and to participate fully in their community and wider society. (UNESCO, 2006, p.150)
Roman-Lantzy, C. (2014). CVI Focus: Facilitating Literacy [PowerPoint Slide].
Retrieved from

7. What is Literacy?
Literacy All Children Empowered (LACE) defines literacy with five core principles:
All people are capable of acquiring literacy.
Literacy is a human right and is a fundamental part of the human experience.
Literacy is not a trait that resides solely in the individual person. It requires and creates a connection (relationship) with others.
Literacy includes communication, contact, and the expectation that interaction is possible for all individuals; literacy has the potential to lead to empowerment.
Literacy is the collective responsibility of every individual in the community; that is, to develop meaning making with all human modes of communication to transmit and receive information.
(Keefe & Copeland, 2011, p. 97)

8. Consideration to Learners with Visual Impairments
What is Literacy?
Consideration to Learners with Visual Impairments
Erikson & Hatton (2007) in proposing a framework for emergent literacy for students who are visually impaired refer to literacy as occurring in relation to “print or its equivalent” (p.265).

9. Considerations for Learners with Cortical Vision Impairment
What is Literacy?
Considerations for Learners with Cortical Vision Impairment
Using all senses to gather information that supports the student’s ability to interpret and utilize information…Integrating the information to participate in the community and in [the] wider society. And, finally, providing access to information in the visual world to facilitate the development of schemes and concept development.
Roman-Lantzy, C. (2014). CVI Focus: Facilitating Literacy [PowerPoint Slide]. Retrieved from

10. Eight Principles of Literacy Learning
Gay Su Pinnell and Irene C. Fountas are leaders in the field of literacy. Their work and resources are used in classrooms all over the world.
Pinnell and Fountas (1998) have identified eight key principles of learning literacy. Their statements are learner centered to assist educators in providing rich and balanced literacy experiences across a full range of learning opportunities for all learners (Pinnell & Fountas, 1998 p. 3).
These eight principles are the foundation of literacy for all learners, including those with Cortical Visual Impairment.

11. Eight Principles of Literacy Learning
Learners need to:
understand the purposes of literacy so they can fully appreciate and enjoy literacy in their lives.
hear written language so they can learn its structure and take in new information and ideas.
become aware of the sounds of language, to enjoy those sounds, and to use this knowledge as a tool in becoming literate.
have many experiences working with written symbols so they can learn how to look at letters and use this information to read and write.
(Pinnell and Fountas, 1998)

12. Eight Principles of Literacy Learning
5. explore words and learn how words work so they can use this information effectively and efficiently in reading and writing.
6. learn the conventions of print and how books work so
they can use this knowledge as readers and writers.
7. read and write continuous text so they can use and
expand their knowledge about letters, sounds, words, and language.
8. develop flexibility and fluency to enhance
comprehension and enjoyment of reading and writing.
(Pinnell and Fountas, 1998)

13. Connecting the Principles to CVI
Moving beyond the traditional definition or idea of literacy requires us to shift our thinking from print to literacy learning media.
Literacy learning media encompasses objects, 2D-images, symbols, and groups of symbols.

14. Learning Media for All Learners
Progression of Learning Media
Objects
2-D Images
Real, Realistic, Abstract
Symbols
Groups of Symbols
(Farah, 2005)

15. Media Making the Connection
Literacy happens all throughout the day, in many ways with
different literacy learning media.
Literacy
3-D Objects
Literacy
Print
Media
Literacy
2-D Images
Literacy
Braille

16. Connecting the Principles to CVI
Complexity of Object
Single color and familiar objects; Multiple colored objects with familiar properties, 2D images with backlighting, 2D images, symbols, and groups of symbols
Complexity of Array
Degree of array; Background complexity; Increasing number of items/elements in an array
Complexity of Novelty
Alerting to a target; Visual curiosity; Building schemas through teaching salient features of objects, 2D-images, Symbols and groups of symbols (Roman-Lantzy, 2007)

17. Connecting the Principles to CVI
Complexity of Object
Building stable representations of their world
Part of the ventral stream visual pathway
builds cognitive concepts and object concepts through the salient defining features of those objects
Over time, concept development and schemas deepen
(Roman-Lantzy, 2013, 2014)
Schema is an underlying organizational pattern or structure;
a conceptual framework
provides the basis by which the learner relates to the events he or she is experiencing. (Dictionary.com, 2016)

18. Connecting the Principles to CVI
Complexity of Object
Builds schemas of objects of reference (vocabulary)
Occurs through the explicit teaching of salient features of objects
Deepening and expansion of schemas permits the learner to know the invariant features of an object
That a duck has a bill, webbed feet, and feathers
Learners having good invariant understanding of duck can generalize duck-ness
Understand “duck” doesn’t change from its foundational form
Meaning the learner knows it’s a duck based on its salient features regardless of its size, shape, color, or position; or if its representation is real, realistic, or abstract
  (Roman-Lantzy, 2013, 2014)

19. Connecting the Principles to CVI
Complexity of Array
Refers to the degree of array, or background complexity
As a learner moves through the Phases (9), they are able to visually fixate on targets with an increasing number of targets/elements in an array
Can increase by the number of colors and/or the number of targets in it
Impacts near vision and distance vision
(Roman-Lantzy, 2013, 2014)

20. Connecting the Principles to CVI
Complexity of Array
Begin with objects, moves to pictures, words, sentences, and paragraphs as the learner increase his or her functional vision
Environmental complexity---visually locating targets at increasing distances 
For print readers:
Ability to detect targets in pictures or locating the next letter, word, or line of text if there is too much print on the page
Referred to as crowding, or the amount of white space between, letters, words, sentences, and paragraphs
(Roman-Lantzy, 2013, 2014) (Lueck and Dutton, 2015)

21. Connecting the Principles to CVI
Novelty
Ability to “notice something new”
Primal internal drive in our brain that tells us to pay attention to what is new
Promotes incidental learning and visual curiosity
Ability to connect the known to the unknown and is a direct function of complexity of object and complexity of array
If a learner can generalize salient features of objects and decode a complex scene, he or she will be able to interpret new targets and environments.
As the learner deepens and expands visual schemas he or she is able to interpret new targets and experiences.
(Roman-Lantzy, 2013, 2014)

22. Supporting Roles in Developing Literacy Concepts
Color
Used as an anchor
Highlight salient features
Light
Backlight to support vision
Movement
Maintain visual attention
(Roman-Lantzy, 2007)

23. Making the Connection
The Eight Principles of Learning Literacy (Pinnell & Fountas, 1998) show that:
Immersion of print builds the foundational skill set for
Pre-Reading skills, which build the skill set for
Beginning Reader skills, which have the potential to lead to reading and writing fluently.
The CVI Range (Roman-Lantzy, 2007) shows that:
Interventions in Phase I build the foundational skill set for
Phase II which build the skill set for
Phase III, which have the potential to lead to reading and writing fluently.

24. Making the Connection Phase I Phase II Phase III Immersion Pre-Reader
Beginning Reader
Phase I
Phase II
Phase III
(Roman-Lantzy, 2007)
(Pinnell and Fountas, 1998)

25. Putting It Into Action Literacy Principle One Learner with CVI
(Pinnell & Fountas, 1998)
Learner with CVI
(Roman, 2007) (Locke, 2015)
Children need to understand the purposes of literacy so they can fully appreciate and enjoy literacy in their lives.
Immersion/early exposure
Building visual awareness
Building visual pathways
Early experiences –understanding purpose/meaning of literacy
Functional aspects of literacy
Functional familiar routines
Repeated meaningful experiences
Many Opportunities to engage in meaningful literacy experiences
Many opportunities to engage in mediated experiences
Learning Media:
Print
Familiar objects
Objects with familiar properties
2-D digital images, 2-D images
Symbols, groups of symbols--print

26. (Roman-Lantzy, 2007) Building Visual Awareness Alerting to an Object
Phase I
Building Visual Awareness
Alerting to an Object
Yellow Pompom
Phase II
Integrating Vision and Function
Visual Schemes Begin to Form
Yellow Duck D Images of a Duck
Duck-ness
Phase III
Moving Toward Typical Vision
Visual Schemes Become Refined and Deepened
Different 2D Images of Duck
The Word Duck
(Roman-Lantzy, 2007)

27. What is Literacy? It is time to eat.
PRINT: BRAILLE: AMERICAN SIGN LANGUAGE: MAYER JOHNSON PICTURE:
It is time to eat.

28. What is Literacy?
It is time to eat.

29. CVI Concepts the Literacy Connection
Vision Precedes Action
Vision occurs before the action
The learner looks before the action happens
It is when the ventral stream awakens (late Phase I (9) )
Your role is to observe the learner; wait for a visual response; and intervene
(Feuerstein and Lewin-Benham, 2012) (Roman-Lantzy, 2013, 2014)

30. CONTEXT CUES
Picture Reads

31. CVI Concepts the Literacy Connection
Objects of Reference
An object of reference is any object which is used systematically to represent an item, activity, place, or person. Understanding real objects is the first stage of symbolic development.
Become building blocks
Develop schemas through repetition
Visual information represents something else and communicates important information
(Bright Part, 2015)

32. VOCABULARY

34. CVI Concepts the Literacy Connection
Salient Features
Defining elements of an object, target, or action
Establish defining features
Builds ventral stream knowledge
“What is it?”
Connecting concepts already learned
Known to unknown
(Roman-Lantzy, 2013, 2014)

35. DECODING
Comparative Thought

37. Functional Routines Familiar functional routines Must be meaningful
Must be mediated
Provide consistent structure for ventral stream pathway to build, deepen schemas
(Feuerstein and Lewin-Benham, 2012) (Lueck and Dutton, 2015) (Roman-Lantzy, 2013, 2014)

39. Calendar Systems Anticipation calendars
Now-All Done, First-Then
Daily, weekly, and monthly calendars
Conventions of print
Beginning-middle-end
Left-to-right
Organize information
Calendar systems put vocabulary words into the story of the learner’s day
(Blaha, R, 2002) (Pinnell and Fountas, 1998)

41. Stories Conversation boxes Experience stories Digital stories
Modified print
Print
Beginning-middle-end
Left-to-right
Vocabulary
Schemas
Concept development

44. Literacy Learning Media
Highly Familiar Objects
Objects with Familiar Properties
Phase I (9) to Early-Phase II (9)

45. Literacy Learning Media
Objects with Familiar Properties
2-D Images with Backlighting
Mid-Phase II (9) to Late-Phase II (9)
Image on iPad

46. Literacy Learning Media
2-D Images without Backlighting
High Interest Words
Late-Phase II (9) to Early Phase III (9)
Image on Background
Story on iPad-YouTube

47. Literacy Learning Media
2-D Images without Backlighting
High Interest Words
Late-Phase II (9) to Early Phase III (9)
(Roman-Lantzy, 2013, 2014)

48. Literacy Learning Media
2-D Images
Realistic Color
Realistic Cartoon
Abstract Color
Realistic Black and White
Abstract
Black and White
(Graphic used with permission Matt Tietjen, 2016)
(Farah, 2005)

49. Literacy Learning Media
2-D Images Realistic Color

50. Literacy Learning Media
2-D Images Realistic Cartoon

51. Literacy Learning Media
2-D Images Abstract Cartoon

52. Literacy Learning Media
2-D Images Realistic Black and White

53. Literacy Learning Media
2-D Images Abstract Black and White

54. Literacy Learning Media
Duck-ness

55. Literacy Learning Media
Duck-ness

56. Literacy Learning Media
Symbols and Groups of Symbols
duck
Roman-Lantzy 2013, 2014)

57. Literacy Learning Media

58. References
Blaha, R. (2002). Calendars for Students with Multiple Impairments Including Deafblindness. Texas: Texas School for the Blind.
Community Learning Disability Team, Speech and Language Therapy Team. Objects of Reference. Retrieved April 14, 2016 from:
(Erikson, K.A., & Koppenhave, D. (2—7). Expanding understanding of emergent literacy: Empirical support for a new framework. Journal of Visual Impairment and Blindness, 10,
Dictionary.com Meanings and Definitions. Retrieved April 30, 2017 from
Farah, M. J., (2005). The Cognitive Neuroscience of Vision. Australia: Blackwell.
Keefe, E. B. and Copeland, S. R. (2011). What Is Literacy? The Power of a Definition. Research & Practice for Persons with Severe Disabilities, Vol. 36, No. 3-4,
Lueck, A. and Dutton., G. Eds. (2015). Vision and the Brain: Understanding Cerebral Visual Impairment in Children. New York: AFB Press.
Pinnell, G. S. and Fountas, I. C. (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann.
Roman-Lantzy, C. (2007). Cortical Visual Impairment: An Approach to Assessment and Intervention. New York: AFB Press.
Roman-Lantzy, C. (2013, June 23-28). “Phase III Cortical Vision Impairment: Special Emphasis on Advanced Assessment and Intervention. Presented at Connections Beyond Sight and Sound Phase III Cortical Vision Impairment Assessment and Intervention Boot Camp, Linthicum Hts., MD.
Roman-Lantzy, C. (2014). CVI Focus Webinar 4: Facilitating Literacy. American Foundation for the Blind. AFB.