Braille literacy: Dot to dot

Braille literacy:Dot to dot,braille ,literacy3,dot to ,dotBy Pamela Tarr EPSE 590University of British Columbia July 28, 2015Pamela Tarr 1My Love of Literacy

preschool grade 1 teacher for 9 years

6 years as a resource room teacher

2 years as a teacher of students with visual impairments2Braille literacy:Dot to dot,braille ,literacy3,dot to ,dotBy Pamela Tarr EPSE 590University of British Columbia July 28, 2015Presentation OutlinePresentation TitleWhat is braille literacy?What does the research say about reading braille?What does the research say about phonemic awareness and phonological skills?What is building words?Student videosConclusion

Braille Literacy

A set of abilities to understand and use a chosen code for personal or community developmentBrailleLiteracy1What does the research say?

1Little research exists on teaching braille reading

40 years of research and only 20 articles met the criteria

Only 2 addressed a component alphabetics (defined as phonemic and phonological awareness)

Some braille reading programs have been researched but they didnt meet the criteria to be considered for the analysis

Case studies and teacher experiences shared in a journals have provided some insight on what and how to teach these areas of reading to children who read braille

Print reading programs that are adapted for students who read braille has been studied with some positive results

2My Experience in ClassroomsIf any component of reading is missing, children may struggle to read, in braille or print.

Each part of reading contributes to form a braided strand that can be developed through direct/explicit instruction and an abundance of guided practice in different kinds of texts. (Rupley 2009)

321Experience as a classroom teacher, learning resource teacher and TSVI and what I saw in classrooms and how teachers were teaching phonemic and phonological skills. 7What are some of the abilities needed to read? Reading is:

A childs phonological skills are robust predictors of early literacy success and hence has been at the forefront of literacy research and teaching practices over the past two decades. Ouellette and Haley (2011)

Phonological awareness is recognizing the sounds in language can be broken down into smaller parts. Phonemic awareness is the ability to hear and break down the sounds in words. (Vacca et al. 2014)

12Phonemic awareness, phonics, fluency,vocabulary and comprehension (National Reading Panel, 2000)43Research also says Teachers have a very positive attitude and really know that they must teach phonemic awareness Teaching phonemic awareness and phonics directly and explicitly, benefits children who struggle with reading.Fielding-Barnsely (2010)

In 2012, an analysis of phonemic awareness research was conducted and found that there is little research in effective strategies on how to teach phonemic awareness to any reader.

Focus on Phonemic and Phonological skills132Activities such as Making Words described by Patricia and James Cunningham , when taught directly and explicitly can benefit children in the following ways:

Phoneme isolation and identity

blending and segmenting sounds

phoneme deletion, addition and substitution

vocabulary development

alphabetization skills

rhyming skills

socializationBuilding Words Lesson SampleGRADUATEFind letters a, a, d, e, g, r, t, u,ad, tad, rad, rag, rage, rug, tug, tag, drag, grad, grade, graduate Sort words into families: ag, age, ad, adeTransfer the spelling of these words to other words, such as: dad, tag, page, cage, graduating, graduation

54321132

132

132

Conclusion132456Student reading levels increased

Teachers started to implement building words into their instruction

Balanced reading program, that includes explicit phonemic and phonological skills

Student assessment

Keep data and share ideas

Thank You132456I would like to thank you for listening to my presentation.

Thanks to Kim and Cay for all your support and for your knowledge, patience, kindness and inspiration.

Thanks to the girls in Cohort 8 for all your support and laughter though this process.

Thanks to the PSVI and for the support and patience with me during this learning journey.

Thanks to my friends and family whos needs often took a back seat to mine for the last 2 years.ReferencesByrne, B., Freebody, P. & Gates, A. (1992). Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. Reading Research Quarterly, 27, 140-151.

Crawford, S., & Elliot, R. (2007). Analysis of phonemes, graphemes, onset-rimes, and words with braille-learning children. Journal of Visual Impairment & Blindness, 101(9), 534-544.

Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness.Journal of Experimental Child Psychology,50, 429-444.

Cunningham, P. M., Cunningham, J. W. (1992). Making words: Enhancing the invented spelling-decoding connection. Reading Teacher, 46, 106-115. https://etd.ohiolink.edu/ap/10?0::NO:10:P10_ACCESSION_NUM:bgsu1336844727

Day Neibaur, J, McDonnell, A. P. & O'Neill, R. (2008). Teaching beginning braille reading using an alphabet or contracted braille approach. Journal of Behavioral Education, 17 (3), 253-277.

ReferencesFerrell, K. A., Mason, M., A., Young, J., Cooney, J. (2006). Forty Years of Literacy Research in Visual Impairment. Nation Institute on Low Incident Disabilities. Fielding-Barnsley, R. (2010). Australian pre-service teachers' knowledge of phonemic awareness and phonics in the process of learning to read. Australian Journal of Learning Difficulties, 15, 99-110. doi: 10.1080/19404150903524606Hill, C. (2012). A content analysis of phonemic awareness effective strategies and approaches for children with special needs.Kim, J. (2008). Research and the reading wars. The Phi Delta Kappan, 89(5), 372-375. Retrieved from http://scholar.harvard.edu/jameskim/publications/research-and-reading-wars-0/Laan, A. R. (2006). The effects of the Lindamood phoneme sequencing program on reading fluency and comprehension of at-risk first-graders. Master's Theses and Doctoral Dissertations, Paper 94.Manning, M., & Kamii, C. (2000). Whole language vs. isolated phonics instruction: A longitudinal study in kindergarten with reading and writing tasks. Journal of Research in Childhood Education, 15(1), 53-65. doi: 10.1080/02568540009594775McIntosh, K. et al. (2011). Response to intervention in Canada: Definitions, the evidence base, and future directions. Canadian Journal of School Psychology, 26(18), 18-43..

ReferencesMelby-Lervg, M., Solveig-Alma, H. L., Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322-352. doi: 10.1037/a0026744Morton, R. J. (2011). Phonological awareness and reading ability in children. Research Papers. Paper 94. http://opensiuc.lib.siu.edu/gs_rp/94/Ouellett, G.,P., Haley, A. (2013). One complicated extended family: the influence of alphabetic knowledge andvocabulary on phonemic awareness. Journal of Research in Reading, 36(1),2941. doi: 10.1111/j.1467-9817.2010.01486.xRowley, R. (2014). Adaptation of the Wilson reading system for braille readers. Journal of Visual Impairment and Blindness, 108, 146.Rupley, W. H. (2009). Overcoming learning difficulties. Reading & Writing Quarterly, 25, 119-124. doi:10.1080/10573560802690189 Vacca, J. L., Vacca, R. T.,Gove, M. K.,Burkey, L. C.,Lenhart, L. A. &Christine A. McKeon, C. A. (2015). Reading and learning to read. Enhanced Pearson eText with Loose-Leaf Version (9th ed.). Boston: Pearson Education Inc.https://schools-education.knoji.com/the-importance-of-children-learning-alphabetical-order/

Questions?132456