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Direct linkVik, Astrid Kristin; Fellenius, Kerstin – Journal of Visual Impairment & Blindness, 2007
Six primary school-aged braille students were taught to name 4 to 10 braille letters as phonemes and another 4 to 10 braille letters as graphemes (Study 1). They were then taught to name 10 braille words as onset-rimes and another 10 braille words as whole words (Study 2). Instruction in phonemes and onset rimes resulted in fewer trials and a…
Descriptors: Foreign Countries, Coping, Reading Instruction, Mainstreaming
Crawford, Shauna; Elliott, Robert T. – Journal of Visual Impairment & Blindness, 2007
Six primary school-aged braille students were taught to name 4 to 10 braille letters as phonemes and another 4 to 10 braille letters as graphemes (Study 1). They were then taught to name 10 braille words as onset-rimes and another 10 braille words as whole words (Study 2). Instruction in phonemes and onset rimes resulted in fewer trials and a…
Descriptors: Phonemes, Graphemes, Braille, Instructional Effectiveness
Crawford, Shauna; Elliott, Robert T.; Hoekman, Katherine – British Journal of Visual Impairment, 2006
Two groups of sighted pre-school children were taught to name six braille letters: one group received phoneme instruction and the other grapheme instruction. Ten boys and ten girls (average age 4:5 years) participated. There was a statistically significant advantage for the phoneme group (Experiment 1). In a repeated measures design, 16 sighted…
Descriptors: Braille, Phonemes, Graphemes, Rhyme
