Supporting Braille Literacy Using a Meaning-Centered Approach
L. Penny Rosenblum
The University of Arizona
Michigan AER
April 26, 2012
SLIDE 1: Dr. Diane Wormsley
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Much of this presentation is from a workshop I attended in February
2007 conducted by Dr. Diane Wormsley and from work on her 2011
state grant to implement the I-M-ABLE Approach.
The workshop was sponsored by the AFB Literacy Center.
Slides from Dr. Wormsley are credited with permission.
SLIDE 2: Assumptions Because We Can’t Do It All…
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The student has moved well beyond the pairing of a symbol with
braille.
The student can recognize different dot configurations (not necessarily
letter names).
These ideas are easily adaptable to students who don’t have multiple
disabilities.
These ideas can be used in a print literacy program.
SLIDE 3: An Important Premise to Keep in Mind
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“Can we separate the braille code from the teaching of reading for
children who are learning beginning reading in braille? We cannot and
should not make such a separation.”
“I am also tempted to take the easy road (and, frankly, the correct
road) and say that reading instruction is not just the job of one
person, that the development of reading (and writing) skills takes a
team.”
o Holbrook, M. C. (2008) Perspective: Teaching and Writing to
Students with Visual Impairments: Who is Responsible?, Journal
of Visual Impairment & Blindness, 102(4), 203-206.
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDE 4: What Holbrook Says Is Needed by the Person(s) Teaching Reading
and Braille
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Creativity and flexibility
Ability to teach
Understanding and knowledge about the development of language and
literacy
Competence in the code
Understanding and knowledge about the impact of visual impairment
on the acquisition of literacy.
SLIDE 5: Emergent Literacy
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The typical literacy experiences of infants, toddlers and preschoolers
as they begin to explore reading and writing
SLIDE 6: Basic Literacy
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The literacy that occurs in school during the early elementary years –
reading, writing, spelling
SLIDE 7: Functional Literacy
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Tasks for everyday activities such as reading a menu, writing out a
shopping list, and reading a bus schedule
For students with multiple disabilities “non-standard” tools may be
used
SLIDES 8-11: Contain text for activities that will be done as a group and will
be read aloud by the presenter.
SLIDE 12: Basis of Individualized Meaning-Centered Approach
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Meaning-centered rather than skills-centered
Draws upon what is meaningful to the learner – especially with the Key
Vocabulary - (Ashton-Warner, 1963)
IMPORTANT: Using a “Functional Approach” doesn’t necessarily imply
we use only words related to functional tasks or functional literacy.
Utilizes other approaches when meaningful for learner
Basis of Functional Approach
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDE 13: What is the Meaning-Centered Approach to Braille Literacy?
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Twelve steps or components of the individualized meaning-centered
literacy program
Steps are discussed separately for ease in learning them, but are not
necessarily sequential in practice
May be used simultaneously in a child’s program after the initial
introduction of Key Vocabulary words
SLIDE 14: Step 1. Determine whether braille will be the literacy medium
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Learning Media Assessment including Literacy Media Assessment
Which form of braille to use
Contracted or uncontracted?
SLIDE 15: Making the Decision: Consider…
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Cognitive ability to understand that a symbol represents something
Tactual skills to recognize braille characters
Attention span and motivation
Purpose for braille in the individual’s life
SLIDE 16: Pudding Recipe
Photo of a recipe board
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Line
Line
Line
Line
Line
Line
1:
2:
3:
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5:
6:
milk-in-shaker
pudding mix- in -shaker
lid-on-shaker
shake-shaker
lid-off-shaker
pudding-in-bowl
SLIDE 17: Step 2. Create a braille-rich environment
Photos of a child reading the braille on an elevator, sign on a restroom door,
child reading a job chart, and jars with print and braille labels on them.
SLIDE 18: An Important Thing We Need to Keep in Mind…
“Children who are learning braille can discover a great deal about reading
when provided with daily opportunities to write. Some children initially find
writing on the braillewriter easier than making the fine discrimination
necessary in reading braille characters; as a result, their writing skills may
L. Penny Rosenblum, Ph.D.
Michigan 2012
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actually surpass their reading skills for a time.”
Swensen, A. M. (1999). Beginning with braille: Firsthand experiences with a
balanced approach to literacy. New York: AFB Press.
SLIDES 19 & 20: A photo of a family is shown in one slide and a note from
the mother in the photo is provided. This will be read by the presenter.
SLIDE 21: Creating a Braille-Rich and Language-Rich Environment
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Create labels in environment in braille.
Model uses of braille reading and writing including uses of different
types of tools: braille writer, slate and stylus, notetakers, refreshable
braille displays.
Read from books in braille and print.
Constantly “talk” with students about what is going on in their
environment.
SLIDE 22: Step 3. Select the individualized reading and writing vocabulary
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Key Vocabulary Concept – from Sylvia Ashton-Warner
Applying this concept to Penny
Words are on the slide (e.g., Dennis, chocolate, Nora Roberts, UofA,
friends, canoeing, eating out)
SLIDE 23: Sources for Word Lists
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People words
Routine words
Hobbies/favorite things
Work activities/chores
How can you collect words for your students?
Who will you involve in the process?
SLIDE 24: Step 4. Create Word Boxes and learn the first “key words.”
Photo shown of file boxes with braille labels on them.
SLIDE 25: Which words to start with?
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KEY word or words
Meaningful word
Highly motivating word
L. Penny Rosenblum, Ph.D.
Michigan 2012
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Manipulate for confusability of braille characters (after first word
selected)
Try not to have first two words start with a similar letter or
configuration
Wherever possible student/client should choose the first few words.
SLIDE 26: Creating Flash Cards
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Use at least 3 x 5 inch cards.
Cut off top right hand corner.
Use dots 2-5 lead in line – space – word – space – dots 2-5 lead out
line.
Create numerous cards for same word.
Have children who are capable make their own word cards.
SLIDE 27: Drawing of a flashcard that says Dennis
SLIDE 28: Photos of Penny and Dennis
SLIDE 29: Drawing of a flashcard showing Mr. Nobody
SLIDE 30: Using Flash Cards
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Provide as much exposure to words as possible.
Let students look at cards over and over again.
Give them a stack of cards with the same word on it to look at.
Watch for fingers numbing out.
SLIDE 31: Games for Key Words
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Once two words are “learned”
Match two out of three
Read and place in correct pile or box
Memory game
Add new words as they are learned into these games
What other games can your students do with their flash cards?
SLIDE 32: Step 5. Teach good tactual perceptual and letter recognition skills
through proper hand and finger usage.
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDE 33: Hand Movements/Mechanics
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Patterns of hand movement usage – two-handed method is most
efficient and used by best (fastest) braille readers
Perception of braille characters is dependent upon whether braille is
felt as global shape or through dot density
Scrubbing
SLIDE 34: Implications for Teaching Braille Mechanics
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Teaching hand movements –
Teach the use of both hands together initially – teach lateral scanning
with both hands
Eventually teach students to separate hands at the ends of the lines if
they don’t do it automatically.
SLIDE 35: Mangold Developmental Program of Tactile Perception and Braille
Letter Recognition
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15 lessons on tactile discrimination, proper hand position, and rapid
tracking
15 lessons introducing the alphabet letters
Each lesson includes criterion tests, braille worksheets, games, and
more.
Available from Exceptional Teaching Aids
http://exceptionalteaching.net/
SLIDE 36: Photo of a child using the Mangold and sample of a Mangold
tracking sheet
SLIDE 37: Hand movements/Mechanics
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Posture/Positioning
Furniture Fit
Use of hands
Finger strength and dexterity
Hand strength and dexterity
Best practice – non-slip surface under braille materials and brailler
SLIDE 38: Teaching Tracking
“Lady Gaga is performing in concert. Find whether or not she is on stage.”
Followed by a sample of a tracking sheet for Lady Gaga.
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDE 39:
Step 6. Assess phonemic awareness
Step 7. Instruct in phonemic awareness and phonics.
SLIDE 40: Phonemic Awareness
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Phonemic awareness is the ability to focus on and manipulate
phonemes in spoken words.
Phonemes are the smallest units of sound that make up spoken
language – English has 41-44.
Graphemes are the letters that symbolize the phonemes in the spelling
of words.
Phonics is a method of teaching reading which may or may not include
explicit instruction in phonemic awareness.
SLIDE 41: Remember…
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Sometimes 1 letter = 2 sounds (digraph, /sh/, /ck/, /th/)
Sometimes 2 sounds = 1 letter (/x/)
Q is always followed by the letter u – Need to teach rules
E.g., The q is too chicken to go out by himself. He always brings the u
along. Mosquito
SLIDE 42: Phonics Instruction – Back to your Word Lists
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Making words
Confusability of Braille Characters
Introduce confusable dot patterns separately – in time and in different
phonological contexts
Remediate errors
Check scanning and body position and direction of movements
Use words the child knows
Make rhymes
SLIDE 43: Step 8. Develop writing skills: mechanics and process
SLIDE 44: “I’m Already an Author and I’m Only 8!”
Photo of a blind 8 year old and his sister walking with their canes.
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDE 45: Tools of the Trade
Photos of braille equipment (e.g. swing cell, different types of slate, muffin
tin and balls)
SLIDE 46: Choice of Tools
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Slate and Stylus
Perkins
Braille Notetaker
Mountbatten
Is “scribbling” bad?
SLIDE 47: Adapted Equipment for Physical Impairments
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Extension keys
Adapted braillers
Homemade adaptations
SLIDE 48: Learning to operate tools
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Knowing the steps used in operating equipment
Choosing the steps to teach first
Task analysis
SLIDE 49: Mountbatten
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Lighter touch keys
Audio feedback as you braille
Contracted or uncontracted braille options
Ability to save & edit files
One-handed entry mode
Can connect to QWERTY keyboard or MIMic
Available from Humanware
http://www.humanware.com/
SLIDE 50: Intellikeys
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Intellikeys is an alternative keyboard available from IntelliTools.
http://www.intellitools.com/
IntelliTactiles are braille overlays available from APH.
Pre-Braille Concepts: 7 overlays
Standard Overlays: 7 overlays including QWERTY keyboard, arrows,
numbers, etc.
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDE 51: Some Ideas…
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Always spell out contractions letter for letter (e.g., o-n-g rather than
/ong/)
Have students develop their own spelling dictionary
Encourage students to look back in the text to see how to spell a word.
Keep a list of words students misspell and plan lessons to focus on
groups of words
Teach word attack skills and groups
SLIDE 52: Step 9. Create functional uses for reading and writing.
SLIDE 53: Materials Selection
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Use materials known to students as their reading material
Lunch menus
School newspapers
Songs
Games
Menu items
Recipes they have made
Attendance lists/class rosters
Schedules
SLIDE 54: Have students make labels for:
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Their belongings – their name for the belonging as well as the name
OF the belonging
Furniture in the classroom – teacher’s desk, chair, table, etc.
Objects in their lessons (apples, pears, bananas)
Other Items in the classroom that they use frequently.
SLIDE 55: Write Notes
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Have students write notes home to parents, and to other teachers
Have parents write notes to students and put them in their coat
pockets, or lunches.
Have parents write notes to teachers and have the teachers help the
students read the notes.
Write thank you notes when appropriate
L. Penny Rosenblum, Ph.D.
Michigan 2012
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SLIDES 56-57: Step 10. Create stories
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Language Experience Approach
Expand on words that child knows
Model writing while using this
Write stories about the student at bath time, at snack time, at lunch
time, in PE, in school, give them language for what they are doing.
Create poetry
SLIDE 58: Sale Water Taffy
Poem written by a student about salt water taffy.
SLIDE 59: Step 11. Record keeping and diagnostic teaching
SLIDE 60: Record Keeping Related to Student
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Primary learning medium – and results of Learning Media Assessment
that led to this
Use of contracted or uncontracted braille and rationale as to why this
was selected.
Braille in the environment – what has this student been exposed to
(and what else can he be exposed to.)
SLIDE 61: Record Keeping – Related to Key Words
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Concepts learned and experiences student has had - experiential
background
Word Lists created – constantly be adding to them as you learn about
new words the student wants to learn – family involvement
Words that have been created from the letters and words in the word
list that the student has learned
Slide 62: Record Keeping Related to Words Learned
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Words student has learned and time involved
Words or letters that frequently cause problems in reading, writing –
what remediation has been attempted and with what success
Record of braille characters student can read and write, including the
meanings associated with the characters with which student is familiar
(ex. g or go or ;g)
L. Penny Rosenblum, Ph.D.
Michigan 2012
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Slide 63: Record Keeping Related to Tactile Perception/Letter
Recognition/Tracking
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Tactile discrimination activities – and success – games played with
words/letters
Tracking and hand movement patterns student exhibits, any problems
and what has been done to remediate the problems
Any special adaptations necessary
Tracking stories student enjoys
Slide 64: Record Keeping Related to Writing
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Task analysis of tool usage – where is student in independent use of
tool
What writing activities is student engaged in? how independently?
Physical adaptations necessary?
Slide 65: Record Keeping Related to Functional Uses of Reading and Writing
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What functional activities does student use reading or writing for and
how independently at home, in school, in the community?
List of functional activities that may be possible for student at this time
– but still to be learned.
Slide 66: Record Keeping Related to Creating Stories
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Keep booklets of stories for children to read and reread – keep records
of which ones they enjoy most
How much is student directing the language experience approach in
writing the stories?
Repeated readings. Keep track of reading speed if you are sure
students are actually reading the stories.
Words in stories that weren’t originally part of word box – add to it.
Slide 67: Step 12. When to move to a more traditional approach?
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Student understands the many meanings of one symbol
Student has developed fluency
Student has developed comprehension skills
Slide 68: Every book put into the hands of the sightless is as a rainbow
crystal that reveals the wonders of earth and the spiritual resources within
our reach.
Helen Keller
L. Penny Rosenblum, Ph.D.
Michigan 2012
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