Learning to Write in Braille: An Analysis of Writing Samples from Participants in the Alphabetic Braille and Contracted (ABC) Braille Study

Erin, Jane N.; Wright, Tessa

doi:10.1177/0145482x1110500702

Cited by 13 publications

(19 citation statements)

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“…During the drafting stage, authors must choose precise words to convey ideas and content while maintaining focus on conventions of English such as spelling and grammar. Conventions are considered to be a strength for children who are visually impaired (Erin & Wright, 2011;Wall Emerson, Holbrook, & D'Andrea, 2009;Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009). In polished writing samples words and sentences connect ideas smoothly, allowing the reader to move fluidly through the composition to understand the author's intended meaning (Lenski & Johns, 2010).…”

mentioning

confidence: 99%

Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired

Kamei-Hannan

Lawson

2012

J Spec Educ Technol

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Educators of students with visual impairments have long advocated that children who read and write in braille benefit from access to and use of a braille note-taker (BNT) with refreshable braille display. However, little research exists that evaluates whether using a BNT impacts literacy. In this single-subject study, authors investigated if using a Perkins Braille Writer (PBW) versus a BNT would affect students' engagement during the writing process, the quality of their writing samples, and their attitudes toward writing. Participants were three middle school students who used braille as their primary literacy medium and who participated in a BNT intervention. Students were video recorded writing on either the PBW or BNT. Videotapes were later analyzed for the length of time each student engaged in writing and the frequency with which they reflected and corrected text. As compared to using a PBW, students wrote for longer periods of time using a BNT. A visual analysis of data showed that during writing, participants reflected and corrected more often when using the BNT as compared with the PBW. Writing samples were evaluated using a seven-trait writing rubric. All participants improved in writing on at least five of seven traits when using the BNT, as compared with using the PBW. Finally, interviews with students showed that their overall attitudes toward writing did not change even though their attitudes toward technology were positive.

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confidence: 99%

Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired

Kamei-Hannan

Lawson

2012

J Spec Educ Technol

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“…In the course of the Alphabetic Braille and Contracted (ABC) Braille Study carried out in 2002–2007 in 15 states of the United States and one province of Canada, it became clear that students with visual impairments had difficulties in building up a reading vocabulary in comparison to sighted children (Emerson et al, 2009). Writing skills analyses showed that most writing errors were of a general nature and only about 13% could be described as ‘Braille-specific’ (e.g., missing dots, dot confusion; Erin & Wright, 2011). With regard to Braille reading, there is a broad consensus that, in analogy to visual reading, larger units of perception can be formed than individual letters, since in both writing systems alphabetic words are recognised faster than non-alphabetic words (Millar, 1997) and frequent used words are easier to read than rare ones (Carreiras & Alvarez, 1999; Hughes, 2011).…”

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confidence: 99%

The Braille reading skills of German-speaking students and young adults with visual impairments

Lang

Hofer

Winter

2020

British Journal of Visual Impairment

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This study aims to investigate the literacy skills of Braille readers in the areas of reading fluency, reading and listening comprehension, and spelling. A total of 119 German-speaking, Braille readers aged between 11.0 and 22.11 years were tested for this purpose. Data collection was carried out using a questionnaire, psychometric tests, and self-constructed assessments. Wherever possible, the results were compared with the standards of sighted peers. Regarding reading fluency, Braille readers performed significantly slower than print readers. In terms of spelling, the Braille users performed within an average range of sighted peers. Furthermore, a positive correlation was obtained between Braille reading fluency and spelling, whereas the use of auditory aids (e.g., speech output) showed a negative correlation with Braille reading fluency and spelling. In addition, a comparison between listening and reading within the study sample revealed that reading Braille proved to be better for comprehension, although listening was significantly faster. In conclusion, the findings provide evidence that Braille reading skills are important for the development of literacy skills in general. Nevertheless, listening skills are important and need to be systematically promoted.

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“…The most comprehensive peer-reviewed study of the writing of children with visual impairments was conducted as part of the Alphabetic Braille and Contracted Braille Study (Erin & Wright, 2011). Researchers in this study analyzed writing samples from 39 students who were blind or functionally blind, and who used braille for writing, and scored writing quality for 29 students based on (1) content, (2) structure, and (3) voice, style, and tone.…”

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confidence: 99%

“…Although there is a growing body of research on the development of literacy skills for children with visual impairments, not much is known about their writing. Writing research is often limited to subgroups, such as braille users (e.g., Erin & Wright, 2011), or subskills, such as handwriting (e.g., Harris-Brown, Richmond, Della Maddalena, & Jaworski, 2015; Plimmer, Reid, Blagojevic, Crossan, & Brewster, 2011), or spelling (e.g., Argyropoulos & Martos, 2006; Clark-Bischke & Stoner, 2009). Lacking in the research are examinations of (a) the writing skills of a more comprehensive set of students with visual impairments (i.e., students who are blind only, students with low vision only, and students with visual impairments and additional disabilities) and (b) more global measures of their writing skills (e.g., writing quality).…”

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confidence: 99%

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

Savaiano

Hebert

2019

Journal of Visual Impairment & Blindness

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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.

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Learning to Write in Braille: An Analysis of Writing Samples from Participants in the Alphabetic Braille and Contracted (ABC) Braille Study

Cited by 13 publications

References 4 publications

Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired

Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired

The Braille reading skills of German-speaking students and young adults with visual impairments

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

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