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Forty-two junior high level students were instructed in use of the soroban, a type of abacus. Prior to instruction, the students were tested with an easy test and a difficult test to determine their skill in computation of whole and decimal numbers. After four months and again after eight months of instruction and practice with the soroban, the students were tested with equivalent tests. The results demonstrated that the soroban is a practical and efficient approach for overcoming computational problems encountered by the blind.

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Studies were conducted comparing learning achieved by blind students at different grade levels for 3 types of material presented at normal and compressed rates under conditions of active and passive listening. Findings of the research lend support to the theory that active participation in the listening process results in greater learning. A secondary finding was that comprehension of uncompressed material was superior to comprehension of compressed material under conditions of motivation.