By Donna Brostek Lee, Ph.D.
Clinical Assistant Professor
University of Kentucky

An overview of Diane P. Wormsley’s book
from AFB Press, 2004
 Emergent
Literacy
 Basic Literacy
 Functional Literacy
School
 Home
 Community
 Work
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Phonics
Whole Language
Basal Reader
Literature-Based
Language Experience
Functional Approach
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A 12 step program designed for nontraditional braille learners including those
with:
◦ Cognitive impairments
◦ Deaf-blindness
◦ Physical limitations
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Functional Vision/Learning Media Assessment
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Contracted or Uncontracted braille?
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Differences between learning to read print
and braille?
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Create labels for the classroom and home
Model reading and writing braille
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Books
Braille writer
State and stylus
Notetakers and refreshable braille displays
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Words of meaning
Part of the daily routine
◦ Calendars
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Interview
◦ Parents/Caregivers
◦ Teachers
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Elements of a good flash card:
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Size (at least 3x5)
Top right corner cut for orientation
2-5 lead line
Texture/material of card
Integrating technology:
◦ Talking card readers (i.e. VoxCom)
◦ iOS apps (i.e. Digit-Eyes, QR code creators/readers)
◦ Lifescribe Pen
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Posture/Positing of student:
◦ Proper seating
◦ Non-slip surface
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Inefficient Characteristics:
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Scrubbing
Regressions
Pauses
Searching Motions
Erratic Movements
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Types of hand movements:
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Right or left hand only
Right hand reads – left marks
Parallel
Split
Scissors
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Assessments:
◦ DIBELS
Texas Primary Reading Inventory
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Teaching:
◦ Imbed into teaching (steps 8 & 10)
◦ Use formal phonics programs
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Tools:
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Braille writer
Slate and stylus
Mountbatten
Notetakers
iOS devices with refreshable braille displays or
tactile overlays
Adapted Equipment:
◦ Extension keys for the braille writer
◦ Adapted braillers (light touch, uni-brailler, etc.)
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The Role of Spelling and Contractions
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Label important items in school and home
◦ Music
◦ Recipes
◦ Phone Numbers
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Notes
◦ Pen Pals
◦ Instant messaging with friends via braille displays
(i.e. iOS devices, computer with braille display, etc.)
1.
2.
3.
4.
5.
6.
Use repetition
Repeat new words
Start with short sentences
Slowly decrease spacing
Create a book of stories
Encourage rhyming (Dr. Suess books)
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Tracking progress:
◦ Word lists
◦ Letters/contractions mastered
◦ Phonics patterns mastered
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Ways of Monitoring Progress
◦ Charts or reward boards (encourage student to
participate as appropriate)
◦ Utilize technology (Excel, tablets, etc.)
◦ Include in IEP goals
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When new vocabulary is needed
Possible curriculums to transition to:
◦ For Children:
 Patterns
◦ For Adults:
 Braille Too
 The Braille Connection
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Share your struggles with teaching braille . . .
How might the Functional Braille Approach
help your student?
Braille Literacy: A Function Approach by Diane
P. Wormsley from AFB Press (2004)
www.afb.org
Paperback: $39.95
e-book (ePUB or Kindle): $27.95
Note: Information provided during this
presentation is copyrighted by Dr. Wormsley as
part of the above named book
Dr. Donna Brostek Lee
Clinical Assistant Professor
Program Faculty Chair
University of Kentucky
Department of Early Childhood, Special Education, and
Rehabilitation Counseling
229 Taylor Education Building
Lexington, KY 40506-0001
Phone: (859) 257-1520
E-mail: donna.b.lee@uky.edu
Website: www.donnablee.com
An Equal Opportunity University