A Cross-Sectional Examination of the Writing of Students with Visual Impairments

Abstract

Introduction: Not much is known about the writing skills of students with visual impairments, and this research is often limited to subgroups of the population or subskills. A more comprehensive approach to research on the writing skills of students with visual impairments is needed. Methods: Researchers used a cross-sectional design to examine the writing of students with visual impairments in Nebraska, attempting to include as many students as possible aged from 4 to 21 years. Fifty students participated. All students were given the Essay Composition subtest of the Wechsler Individualized Achievement Test (third edition), with modified instructions. Essays were scored on number of words, essay elements, and mechanics. Descriptive statistics and statistical comparisons of groups are provided. Results: Mean scores of the overall sample and subgroups fell within the average range when compared to normative samples. There were no statistical differences between students who were blind and students with low vision and no statistical differences between writing modality. There were statistical differences between students with multiple disabilities and others. Results suggest substantial heterogeneity in the sample. Discussion: Results suggest some students with visual impairments write as well as do their sighted peers. These results are complicated by heterogeneity and do not imply anything about the writing ability of individual students. Implications for practitioners: Teachers should avoid making assumptions about the writing potential of specific students. Students with visual impairments in this study scored comparably to a normative sample, and students with multiple disabilities may be able to participate in writing activities in a variety of ways.

Analysis of the Writings of Fourth Grade Students with Low Vision in Terms of Legibility and Spelling Mistakes

“…This finding shows that the difference in size dimension difference is in fovor of students who did not know braille. In a study by Savaiano & Hebert (2019), no difference between the mechanics of the writing written with paper-pencil and braille was reported. Another study reported that teachers working students with visual impairment differ in their beliefs about using paper-pencil and braille (Hebert & Savaiano, 2020).…”

The ARGUE Mnemonic: A Strategy to Improve Argumentative Essay Writing with Students who have Visual Impairments

“…To help address this reality, specialized instruction is often needed to ensure concepts are understood. Savaiano and Hebert (2019) analyzed students with visual impairments' persuasive essay writing skills and found that some students who were blind or had low vision could achieve scores similar to students with typical vision. To help get the writing process started, offering students more choice in selecting a topic can provide for more intrinsic motivation to manage writing a more elaborate text (Kamei-Hannan & Lawson, 2012).…”

Metin Türleri Bağlamında Az Gören, Görme Engelli ve Gören Öğrencilerin Yazılı İfade Becerilerinin İncelenmesi

“…Bu araştırmaların yanı sıra görme engelli (GE) ve az gören (AG) öğrencilerin yazma becerileri üzerine yapılmış araştırmalara da ulaşılmaktadır. Örneğin, yapılan araştırmalarda bu öğrencilerin el yazısı becerileri (Harris-Brown, Richmond, Maddalena ve Jaworski, 2015), yazı örnekleri (Koenig, 1987;Kreuzer, 2007;Savaiano ve Hebert, 2019) ve yazılı ifade dilleri (Meieran, 1985;Tulumovic ve Huremovic, 2012) araştırılmıştır. Buna karşın, metin türü değişkeni açısından yazılı ifade becerilerini karşılaştırmalı olarak inceleyen bir araştırmaya rastlanılmamıştır.…”