The effect of consistent structured reading instruction on high and low literacy achievement in young children who are blind

Robert Wall Emerson, Debbie Sitar, Jane N. Erin, Diane P. Wormsley, Stephanie Leigh Herlich

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some differences between the groups were seen on measures of social interactions, the introduction of contractions, and time spent with paraeducators, but the most demonstrated difference was the provision of consistent structured reading instruction.

Original languageEnglish (US)
Pages (from-to)595-609
Number of pages15
JournalJournal of Visual Impairment and Blindness
Volume103
Issue number10
DOIs
StatePublished - Jan 1 2009

ASJC Scopus subject areas

  • Ophthalmology
  • Rehabilitation

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