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Refreshable Braille Displays and Reading Fluency: A Pilot Study in Individuals with Blindness
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Argyropoulos, Vassilios; Sideridis, Georgios; Nikolaraizi, Magda; Martos, Aineas; Padeliadu, Suzana; Gkyrtis, Konstantinos; Koutsogiorgou, Sofia-Marina – Education and Information Technologies, 2020
The purpose of the present report was to evaluate the time individuals spent in reading using the 6-dot braille code versus the 8-dot braille code. Twenty individuals with blindness participated in a series of experiments using refreshable braille displays. Each participant was invited to read structured texts by touch and then to answer to…
Descriptors: Braille, Reading Fluency, Blindness, Pilot Projects
The Word Length Effect on Text Reading via the Braille Code
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Papadimitriou, Vassilios; Argyropoulos, Vassilios – Scientific Studies of Reading, 2022
Purpose: The main objective of the present study was to examine the effect of word length, word frequency and number of syllables on graphemic errors during a text-reading task via the braille code. Method: Thirty students with severe visual impairments participated in the present study. They were invited individually to read aloud a number of…
Descriptors: Word Frequency, Braille, Graphemes, Error Patterns
Braille Reading Accuracy in Chinese Students with Visual Impairments: The Effects of Visual Status and Braille Reading Patterns
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Chen, Xiaomeng; Liang, Lelin; Lu, Minghui – International Journal of Disability, Development and Education, 2023
This study explored the effects of visual status and braille reading patterns on the reading accuracy of students with visual impairments in China. The sample consisted of 121 students aged 10-19 years: 48 were students with congenital visual impairments, 25 were students with adventitious visual impairments, and 48 were sighted students. Students…
Descriptors: Foreign Countries, Braille, Visual Impairments, Blindness
'They Are Visually Impaired, Not Blind … Teach Them!': Grade R In-Service Teachers' Knowledge of Teaching Pre-Reading Skills to Visually Impaired Learners
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Kao, Matiekase A.; Mzimela, Patience J. – South African Journal of Childhood Education, 2019
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers' adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the…
Descriptors: Reading Instruction, Reading Skills, Prereading Experience, Visual Impairments
Supporting Braille Readers in Mathematical Practices Using the Braille Display in Coordination with the Speech Synthesizer
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van Leendert, Annemiek; Doorman, Michiel; Drijvers, Paul; Pel, Johan; van der Steen, Hans – Journal of the International Association of Special Education, 2020
It is difficult to read mathematical expressions in braille, whether or not in coordination with text to speech (TTS) synthesis. The researchers in this study investigated the effect of an intervention on the braille readers' performance in reading and comprehending mathematical expressions as well as the braille readers' ability to make…
Descriptors: Braille, Audio Equipment, Mathematics Instruction, Reading Comprehension
Investigating the Efficacy of "Reading Adventure Time"! For Improving Reading Skills in Children with Visual Impairments
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Kamei-Hannan, Cheryl; McCarthy, Tessa; D'Andrea, Frances Mary; Holbrook, M. Cay – Journal of Visual Impairment & Blindness, 2020
Introduction: "Reading Adventure Time!," formerly known as the pilot version of the "iBraille Challenge Mobile App," is an educational technology tool integrating digital literacy to support braille reading and writing instruction for students in 1st-12th grades. Designed to operate on an Apple iPad with a refreshable braille…
Descriptors: Self Efficacy, Reading Skills, Visual Impairments, Computer Software