Based on experiences with her own blind child, the author offers suggestions to other parents and teachers on activities to do with young visually impaired children that will help promote early developmental learning in braille reading. Also included are implications for design and production of appropriate preschool books and materials. (Author)

Evaluation results are presented for five braille printers. The evaluation is based on extensive testing and data derived from a panel of 37 braille readers who considered noise level, identification/labeling and buttons, audio indicators, setting parameters, braille quality, documentation, and manufacturer's comments. (CB)

Seventy-two sighted college students who studied the braille or Fishburne alphabet for eight minutes were tested for recall. More Fishburne than braille items were recalled, independent of item arrangement. Results suggest that visually impaired persons might use the Fishburne system for labelling personal objects or when braille learning is too…

The miscues of 22 blind braille readers ages 6-21 were analyzed using Goodman's Reading Miscue Inventory, and compared to those reported for sighted readers. Results revealed greater similarities than differences. For example, print and braille readers had approximately the same proportion of miscues in substitutions, omissions, and insertions.…

Two word/nonword decision experiments were carried out to investigate differences in reading between congenitally blind children reading Braille and sighted children dealing with print. Three aspects of single-word recognition were studied: semantic processing, word frequency effects, and phonological recoding. (Author/RH)

Describes several ways in which microcomputers have been adapted to needs of the handicapped. One system consists of a Dynatyper (solenoid driven array of plastic plungers sitting above typewriter keyboard), Braillewriter, and Apple II microcomputer which produces hard-copy braille. (JN)

Blind adults with language deficiencies often can learn enough braille to be able to use it for self-communication. Although the manuals of instruction commonly available are not adequate for everyone, individualized plans for teaching braille can be adapted to meet specific needs. Such plans should have a strong readiness program to teach proper…

Results of four experiments with 81 blind children and adults (ages 14 and over) comparing Standard English Grade 2 Braille with three reduced codes and one expanded code (in relation to speed, retention of the basic seven-line structure, no increase in bulk of braille publications, and ease of learning) show that a change in the code is possible.…

The author focuses on braille literacy as the primary tool for equal education for visually handicapped individuals. The need for braille proficiency is stressed and the importance of braille ability for individual achievement is described. (PHR)

Fifty-one learning disabled elementary students received reading instruction with a braille phonics approach. (CL)

Explores the braille production and distribution activities of the National Library Service (NLS) for the blind and physically handicapped. Discussion covers how titles are chosen for production in Braille, how a book is produced, responsibilities and activities of the Production Control Section of the NLS, and how patrons can find out if a title…

A comparison of reading rates of 24 print readers and 23 Braille readers on oral reading, silent reading, and studying, found significant differences as a function of reading group and reading task but no group-by-task interaction. Less than one-third of the Braille readers read slower than print readers. (Contains references.) (Author/CR)

Brief excerpts from correspondence from blind persons and their families in Uruguay indicate increased self-esteem resulting from access to braille materials such as a braille newspaper. Braille literacy is seen to enhance the dialog between student and teacher, parent and child, or child and book. Knowledge of community events offered by the…

Three experiments were carried out to explore the influence of orthographic codes in the comprehension of auditorially presented words by blind and sighted adolescents (N=24). Results of the first experiment suggested that a braille-derived orthographic code, as well as a print-derived code, affects auditory word processing. (Author)

The article reviews augmentative and alternative communication symbol classifications reported in the literature over the past decade. The "aided/unaided" dichotomy (based on user production of the symbol) is proposed as the superordinate level of classification, rather than the "static/dynamic" (based on transmission of…