Lacey.long- I too have used Jerry Johns Basic Reading Inventory to assess reading skills. I have found that when consulting with the educational team following each of our individual testing sessions, that we often correlate our student findings which is always great reinforcement for each of us. Additionally I have used the Assessment of Braille Literacy Skills (ABLS) Braille Contraction Checklist too and find it to be a great tool to track and show progress in an easy checklist format. Like most, I use a variety of tools to teach braille that can vary from classroom materials to the supplemental use of the Building on Patterns series. I much prefer staying alongside the classroom curriculum but for more advanced students have found BOP to be helpful in systematically going ahead.
The assessments include the Texas Primary Reading Inventory, the Brigance, the ABLS, and the Johns Reading Inventory. I have used the ABLS and the Johns Reading Inventory. Our psychological examiners would have done a test such as the Brigance. I’m not sure which protocol they used. Based on the study’s findings I would introduce contractions as soon as possible and that makes sense within their reading instruction.
It’s interesting to me that the Arial font is most preferred. I would not think that. I thought it was interesting that
“Gains in reading speed were modest, and it is possible that for print sizes that are close to the acuity limit, the choice of typeface could make a significant difference in the reading performance of persons with low vision.”
I could see this with some of the more “interesting” fonts.
Marinela,
Thank you for you input about using uncontracted braille to develop reading and spelling skills. When I was teaching, I made sure that the students did their spelling words in uncontracted and contracted. I always thought it would be easier to read contracted words, especially words like “the” “and” etc. because they take up less space and can be sight words.
Examine the implications of the study’s findings for educational practices concerning literacy instruction for students who are blind. How might educators integrate these findings into their approaches to braille instruction? What do you think might happen if local or federal policies mandated specific literacy practices for braille reading students?
Educators may be more apt to teach contractions earlier to young braille readers. Determining when to start teaching contractions has been a topic of discussion, so it is nice to see research that supports the teaching of contractions at a younger age. Although I would like more understanding of how to use contractions and still teach prefixes, bases and suffixes when they overlap as the video showed that tends to slow up our braille readers.
I would be concerned if local or federal policies mandated specific practices for braille reading students. Most likely people who don’t truly understand braille would mandate specific literacy practices. But even more concerning is many of our students with vision loss have other disabilities. With the other disabilities, I would wonder if the mandates would allow those students to learn at their level? Although I do like an idea of a mandate in order to make sure that all students have the opportunity and expectation to learn braille. I would be concerned as we have many rural communities that may not have access to a TVI, I know the students need braille, but even with lots of searching, teachers may not be found which is a concern.
I have not looked closely at the APH Decision Making Guide. That sounds like it would be useful! I am curious as to what your trial will show you. I had one student that did best with yellow. He could read more quickly when using yellow paper and when he wore yellow tinted glasses his visual acuity improved quite a bit. It was very interesting. I hope your data will help other teachers to make materials more accessible for all students!
You are right that there isn’t a one size fits all for our students! I am proud of you for advocating for your students so they can receive material that works best for them. You are right that we often look for the easiest/most economical solution for our students rather than what is best for them.
The Legibility of Typefaces for Readers with Low Vision: A Research Review (JVIB, 2007, p. 402-415)
Generalize how evidence from research be applied to students with central and peripheral vision loss as it relates to accessing digital literacy.
This article identified several print characteristics that can impact the legibility of a typeface for readers with visual impairments: the presence/absence of serifs, the width of strokes, kerning (interletter spacing), leading (space between lines of text), point size, the height of letters, contrast, and color.
According to a 1998 study by Yager, Aquilante, and Plass, “16 out of 20 sighted participants could read an unmodified Swiss (sans serif) font more rapidly than an unmodified serifed Dutch typeface, displayed on a monitor with high contrast.” While a valid & reliable study should contain a sample size greater than 20 subjects, I have also observed that my own students have performed better with sans serif fonts when accessing print on a digital device. Campbell et al. (2005) also found that sans serif fonts were more readable, using a pool of participants that numbered 398.
Chung et al. (1998) wanted to determine the effect that print size had on reading speed for individuals using typical peripheral vision. The study found that larger print sizes were necessary to “achieve the maximum reading speed in peripheral than in central vision” The article also highlighted that readers with low vision typically require a print size of at least 16-18 point font. Drawing from personal experience again, the vast majority of my low vision students have IEP accommodations requiring printed materials in the 16-20 point font range, so this statement also seems to have some credibility. With larger print, natural byproducts are also kerning, leading, and higher contrast, so there are multiple benefits that come with increasing the font size. With one extra step of using bolded typeface, readers can enjoy even more contrast.
Surprisingly, this article revealed that research has not produced consistent findings as to which typefaces are generally best for individuals with visual impairments. However, there are still some recommendations to reference and one should refer to evidence-based outcomes from their own practice as well. The data suggests that using a large print font (at least 16-point) of sans serif typeface that is bolded will give low vision readers the most readable text possible, whether digital or in print. Again, with larger print, you also naturally increase the spacing between letters, words, and lines of print. These are all great starting points when making text more accessible for low vision readers.
Hi, Gina. I agree with everything you said and I like how you mentioned that could show examples to the IEP team about how changing some variables can dramatically improve the readability of text. In working with teachers and other staff, they tend to benefit more from demonstrations than a sheet of paper that outlines your recommendations. Both should be used in conjunction with each other, of course, but whether it’s demonstrating how a student’s vision functions or what they need in order to be successful, seeing seems to lead to better understanding.
Great response, here. You were justified in addressing all of the unknown variables the ABC study, I think the most important thing, which you summarized, is identifying and addressing needs immediately and then bringing in a literacy specialist and/or interventions if deemed necessary. Students with or without typical vision who are experiencing difficulties need early intervention and it’s the TVI’s job to make sure that all required services are supported and integrated for the health of the whole child.
- What steps could you take to collaborate with colleagues, administrators, and support staff to promote awareness and implementation of best practices for font legibility to support students with low vision in the classroom? Should local school districts adopt inclusive design principles for printed materials? Why or why not?
On the local level, the improvement of font legibility to support a student with low vision can be done with general education teachers who interact with the student. Communication, in person and written, explaining the need for this is important and most effective when taken up with individuals. I have used examples in the past with labels/explanations/situations in which to use the legible font identified for the student. The article highlights the individual nature of the preferences, and for font that is near the person’s threshold of viewing, the changes for legibility make a difference in the student’s visual access to the information.
Having this conversation more generally with district administrators can be useful to improve their understanding and for decision-making around implementing best practices. I do think school districts should adopt inclusive design principles for printed materials. With these principles in place, a student, any student, has immediate access to the printed materials in a useful format at the same time as peers are receiving the printed materials. This is fair for all and saves an inordinate amount of time on the backend trying to accommodate materials for the student to use. It also delays, when the classroom teacher does not request the accommodation of materials beforehand, and the student is forced to play “catch up” while the class moves on to other subject matter.
I appreciate your thoughts that mandates are not the best way to go. I, too, would have concerns that those without understanding of braille might impose unrealistic expectations. I, also, though, have concerns about teacher training that does not include reading instruction. While a TVI has a focus on the code, it is done within the context of reading; those skills need/are worked on at the same time and it is imperative to understand what they are for the student’s benefit.
I appreciate your feedback on using the Decision Making Guide; I have not yet used that, but will look at it more closely. I liked that the article gave general guidelines, but it is truly an individual choice of preferred reading font and contrasts. Nice if the Guide can help fine-tune that.
Acquisition of Literacy Skills by Young Children who are Blind: Results from the ABC Braille Study (JVIB, 2009, p. 610-624)
- Educators can integrate these findings into their approaches to braille instruction by incorporating the proven effective methods and strategies into their teaching. This can include using specific teaching materials, providing targeted support, and implementing individualized learning plans to meet the needs of blind students.
If local or federal policies mandated specific literacy practices for braille reading students, it could lead to standardized approaches that may or may not be suitable for all students. It is important for us as BLV Teachers to consider the impact of such mandates to ensure that they allow for flexibility and personalized instruction for each student’s unique needs.
Acquisition of Literacy Skills by Young Children who are Blind: Results from the ABC Braille Study (JVIB, 2009, p. 610-624)
- How do the assessment methods and protocols described in the ABC article align with your current practices for assessing the literacy skills of students who are blind or visually impaired? Are there any adjustments or enhancements you would consider based on the study’s findings?
When evaluating the assessment methods and protocols described in the ABC article, I find that they align well with my current teaching of Braille but I would like to altar a few things this year after reading the results of this study. For example, I may consider incorporating more specific formats of assessments to obtain better results. I have a high school girl reading braille right now insisting on using only one hand. I have tried many different strategies explaining to her if she would use two hands her fluency would increase, but she insists on using the one hand only. She has amazing comprehension skills and reads just fine, but extremely slow. She is content with her reading (as a senior in the Fall), so I have tried. I also found it intriguing to see the results of this study when they mentioned learning the contractions compared to Grade 1 at the beginning. I will definitely be implementing more of the contractions in the earlier stages.
The Legibility of Typefaces for Readers with Low Vision: A Research Review (JVIB, 2007, p. 402-415)
- Generalize how evidence from research be applied to students with central and peripheral vision loss as it relates to accessing digital literacy.
I feel that research evidence can be utilized to develop personalized strategies for students with central and peripheral vision loss to improve their access to digital literacy. Understanding the specific challenges and needs of these students, BLV Teachers and assistive technology specialists should work in collaboration with accommodations to support learning. This may include implementing screen reader technologies, providing alternative input devices, and designing digital content with accessibility features that cater to our students. Ongoing research can guide the continuous refinement of these strategies to ensure that students with central and peripheral vision loss have equitable opportunities to engage in digital literacy activities. The issue that I come across quite frequently is the AT Specialists in my area have no idea what the technology for my students consist of.
This article was very informative to me. I was introduced to methods, protocols, and assessments that I was not aware of, but I will look into for the purpose of implementing them in my routine. I am not sure of my skill in assessing the literacy skills in students who are blind and visually impaired. When reading the article it gave resources like the Texas Primary Reading Inventory, the Brigance Comprehensive Inventory of Basic Skills, and the Assessment of Braille Literacy Skills, some of these assessments I had heard of, but not taken the initiative to look through. I will do that now. I will try to find one that fits my need, but maybe there will be parts of each that I may use to give me the information I need to work with each of my students. I also am going to research Communica-
tion Skills for Visually Impaired Learners to see what that has to offer. I also am going to look more into teaching contractions because I have been more of a individual letter instruction person. I have only had an opportunity to work with students that have other conditions, but I have the opportunity to work with a preschooler with visual impairment that does not have another condition diagnosed as of yet. I am going to start with this student prepared. I recieved so much information from both of these articles and the videos. I know I have so much more to learn!
The Legibility of Typefaces for Readers with Low Vision: A Research Review (JVIB, 2007, p. 402-415)
- What steps could you take to collaborate with colleagues, administrators, and support staff to promote awareness and implementation of best practices for font legibility to support students with low vision in the classroom? Should local school districts adopt inclusive design principles for printed materials? Why or why not?
I could take the following steps to collaborate with colleagues, administrators, and support staff in promoting awareness and implementation of best practices for font legibility for my students:
- Initiate discussions on the importance of font legibility for students with low vision, highlighting the impact of accessible materials.
- Share resources and professional development opportunities focused on creating accessible content, including guidelines for selecting legible fonts and printed materials.
- Collaborate with support staff to ensure that classroom materials are produced in formats for my student, such as large print or digitally accessible versions.
- Advocate for adopting inclusive design principles within the school, emphasizing the benefits of creating printed materials that are accessible to all students.
As for whether local school districts should adopt inclusive design principles for printed materials, I believe they should. Inclusive design principles ensure that ALL students, including those with low vision, have equal access to educational resources. By implementing these principles, schools can create an environment where printed materials are accessible to everyone, promoting independence for students with visual needs. This aligns with the goal of providing an equal education for all students.
I typically include recommendations for font size and type in my reports and as specifically designed instruction in the IEP when it is applicable. I also usually try to include an example of that font in the report. Additionally, I think it is important go over that with the classroom teacher, case manager, or whoever the “go to” person is on the team for those materials in person and leave the example with them. This is typically just a simple, single sheet with the example and a little explanation of what it is and why it is important. This visually has been helpful. I have seen a few teachers clip it behind their desk and refer back.
Although I think it would be wonderful to see districts adopt inclusive design principles, I am just not sure how realistic it is. So many teachers are using materials from teachers pay teachers or other sites. It would be difficult to enforce those principles and ultimately be a huge burden on teachers. That being said, I think when the evaluations show what a student needs, there needs to be a willingness and ability to make the font legible for those specific students.
I agree that the TVI should work collaborativly with the teachers, aides, and AT to put in place accommodations for students in all academic environments. I do find that do meet challenges in trying to get others to implement these if they are not familiar or if it is not convenient. I find I spend most of my time working with the students support person than the teacher or AT to be sure the student has access to the information. I also find that making sure teachers and support persons know what the best seating for the student is important because the seating sometimes changes when I am not in the building.