In my district, we also look at the LMA every three years along with the FVA re-evaluation. The thought of doing an LMA every year with all of my students is somewhat overwhelming. Due to a shortage of teachers, many TVIs have large caseloads and are responsible for so many things. Completing yearly LMAs with students would add tremendously to this load, especially if itinerant. However, I can see the importance of it as well. Even if the information provided in the LMA is accurate and thorough, a lot of factors can change rapidly for our students such as functional vision and an increase in curriculum expectations. This could result in a change in the recommended learning media, instructional tools, and accommodations for a student. Three years is a long time in a studentās life and if they are not receiving the correct interventions and accommodations, the impact could be irreversible.
3 How did the use of various data collection tools in the research study contribute to a balanced literacy program for Ambrosi? What tools have you used? What tool(s) do you want to use and why?
The use of various tools through Ambrosiā program gave the TVI the opportunity to focus in on Ambrosiās strengths and needs. Her teacher was able to use a variety of assessment to gauge where Ambrosi was,and what could be done to help Ambrosi continue to flourish in the area of reading. Throughout the use of assessment, the TVI was able to determine that Ambrosi was struggling with reversals, which was impacting her reading, making for Ambrosi to feel frustrated. With this information in hand, the TVI was able to work with the general education classroom teacher to create a plan that would specifically address Ambrosiās needs. This plan used a variety of tools to address the problem areas,and Ambrosi had instruction from the TVI, which included repeated reading, the use of a swing cell to illustrate the reversals that she was having problems with,and also using discrimation worksheets to also aid in the instruction. Various texts were also implemented so that the student could read the reversals that she was having problems with, giving her more exposure. Ultimately, the greatest tool to help Ambrosi was collaboration between the TVI, the general education teacher,to help facilitate learning and growth.
Some tools that Iāve used with my students include the Braille Literacy Skills: Braille Contractions Checklist. Iāve used this tool to assess where my student is in learning braille contractions. Iāve found this tool most useful when I get a new student, who is a braille reader, and I want to assess where theyāre at in knowing contractions. I like this checklist because it is so versatile,and can be used for all ages of braille readers. Iāve also used repeated reading to help with fluency with my students. My current student enjoys buddy reading, as a form to help with his fluency. I also think buddy reading can be a great way to model how to read,and allows the student to listen to different inflections when reading. I also like the immediate feedback that buddy reading can provide when you are working with an individual student, or a small group of students. Iāve also used a swing cell when teaching contractions,and dot positioning of letters with students. I like the tactile feedback that the swing cell can provide,and it allows the student to feel on a larger scale how the dots need to be positioned when making letters, or contractions.
An assessment that I would like to use with my students is the Braille Reading Analysis Chart. I think this assessment tool would be helpful in allowing me to gain information about my studentās strengths and needs in the area of Braille reading. It would allow me to utilize another tool to help gauge braille contraction knowledge of what my student knows,and what they may still need to learn. It would also be helpful to see if my student would struggle with any reversals,and then implement strategies into braille instruction to address those reversals. If reversals would be an issue, I like the idea of using the swing cell, making a larger tactile version of letters, so that the student can feel them, to help determine the difference,and the use of discrimination worksheets. Also allowing the student to read a variety of materials that focus on those reversals that ar being addressed could also be beneficial as a strategy. Overall, I do feel the key in braille literacy is collaboration, whether itās collaborating with the childās family, general education teacher, or even out in the community, having a full scope of collaboration for a childās braille skills in reading to flourish is key for overall success for the student.
Hi Gina. I like your idea of implementing interviews into the LMA to learn more about the student. When Iāve conducted a LMA in the past, Iāve created interview forms within Google Forms that I send to the childās family,and the general education teacher. The forms are simple, yet allow me to get information from the necessary parties that could be helpful for me to complete the LMA. With my students, I usually conduct a verbal interv
If I was in the TVIās position, I would have used the Braille Leggo system to help out in learning the reversals. The Braille Leggos were created by Leggo Foundation as a way to not only play but also learn the alphabet since all the bricks had the letters, the number symbol, and punctuation. I used this as one of my final projects to create a communication board while I was in my Masterās program.
I figured with using the Braille Leggos, it could use the different boards that come with it by putting each letter such as H on one and D on the second, P on the third, and V on the fourth and create words to use the different lesson comginations to expand on the swing cell and corner board. Once Ambrosey is comfortable after learning the reversals very well, have her create the word combinations with the letters like HEAD, PLEDGE, and PIVOT and more.
You had some great ideas to address Braille reversals. Iāve used a variety of tactile activities when addressing Braille reversals with my students. Iāve used tactile discrimination worksheets, where the student has had to determine the difference between the letters in question. Iāve also used books, where the student had had to read,and use context clues to help in determining the letters or contractions that may be the reversal. Iāve also used a giant hop scotch board that the PE teacher helped me put together,and I had my student hop out the letters that they were learning. For my older students, Iāve used music to help with reversals, having them listen to a favorite song, and then braille the words that they hear that begin with that certain letter, so they have that practice of brailling the point of struggle to help with reinforcement. I think the key is to find what motivates the student,and implement that into braille instruction.
This was really informatinve. Buddy reading sounds like a good idea since they do make books that have Braille imprinted on boards that can be purchased at some websites.
I brought up the idea of Braille Leggo bricks that could be an idea when it comes to teaching.
I agree, as in things do change when it comes from student to student. Visual impairments come in different attributes depending on how much gets lost. Plus, one student would have a good vision day and can read an entire paragraph one day and two days later their vision is blurry from fatigue when it comes to reading all day.
Also, in another year the student would probably lose their vision and may have to adapt to a new reading medium after being assessed. I remembered having to switch someone from a magnification program to a screen reader due to having headaches with fatigue with a magnifier for most of the day and this brought them to a new level of computer use and they may use it more as time goes on if assessed with screen reading usage.
I love your idea of implementing the Braille Lego Bricks into Braille instruction to address the reversals. Iāve never had the opportunity to see the Lego Bricks before, but as a Braille reader myself, I can see how they would be valuable in teaching Braille. It would be tactile feedback on a larger scale, allowing the student to manipulate the Legos to make letters, and build the words in a way that just isnāt with a swing cell or the use of a Braillewriter and paper. I think the use of the Legos could also promote fine motor skills, allowing the student to manipulate their hands to work with the blocks. Thanks for this great idea.
Using Appropriate Assessment to Plan Braille Literacy (JVIB, 2022, p. 417-424)
- If you were in the TVIās position, what additional intervention strategies would you propose to address Ambrosiās challenges with braille reversals?
One additional strategy that I would propose to address Ambrosiās challenge with braille reversals is a sort between the difficult reversals. I would start between just doing 2 letters: d/v then d/p, then d/h, then h/v, and then p/v. I would be working technically on two trouble spots at a time. Once Ambrosi seems to have mastered this, I would do a sort of 4. Also, before using brailled letters, I would start with braille legos and then move to brailled tiles (like from Word Play). I use a sort with two of my students who have difficulty with letter reversals and I start with a sort then use the same letters to decode words. I think the repetitiveness has helped them. I start with the legos, then use tiles, and finally use regular braille for the words. I find that the students can focus on one letter at a time when using a tile or lego because there is a slight gaps. This strategy has been effective with my students. It takes alot of analysis though because sometimes one of my students just rushes through it. When he does this, I tend to bribe him with a shorter list of words to read if he focuses on the task. This helps alot and I get a sense if he is just rushing or if it is truly a trouble spot.
I think that repeated readings are so important for students, as they become more familiar with the text they can isolate focusing on a skill rather than having all 5 skills being overwhelming them. I use individual letter tiles for my students when I am teaching them how to read and I find that when I use the same tiles that my student is building off and mastering his previous knowledge.
I think you have great ideas to assess the studentās reading. Specifically it is interesting to present auditory reading in two forms (human voice/computer). I never thought of going that specific when assessing. I think by assessing in different fonts and contrast is a true assessment for our students.
I have created worksheets that pair confusers and reversals together specifically to help the students understand how they are alike and how they are different. While the literature reviewed advises against this, I have found it to be helpful. I have a whole workbook that does this. I also created Beginning Braille (published by Exceptional Teaching) which has several different Levels. One level is designed to practice and remediate reversals.
I am also interested in accessing the Kamei-Hannan and Ricci Reading Assessment and the Braille Reading Error Analysis chart I have used the Johnās BRI to compare media by looking at errors, reading speed, and comprehension.
Your explanation reminds me of alll the tools that I have used as well. I do like the magnet tiles from Wilson and their work. S.P.I.R.E. is similar to Wilson in design and purpose. Word Playhouse also give you the ability to build words. This helps work on reversals.
3 years is a long time! and I too feel overwhelmed when thinking of doing this yearlyā¦I may just try to incorporate parts of it yearly to see what results come from it.
I too feel that a braille reading analysis chart would provide very valuable information on the type and source of the reading mistakes as well as what needs to be addressed as weaknesses.
I know my thoughts on this may be controversial but I donāt feel like large items such as swing cell are useful in tactual discriminations. I feel its a whole different subset of skills and thinking. I like using things from Donna McNair on teaching touch to help with discrimination issues.
Needing different tool in different classes is helpful. A CCTV may be great for a math class but using braille in language arts may best to reduce visual fatigue. I have had students who didnāt want to use any tools, but giving them options to choose when to use different tools has helped to get buy in. Our students donāt want to be different, but giving them some control over helps.
I am appreciating the sharing of different assessment tools. I havenāt looked at the DeCoste Writing Assessment before and will most certainly be incorporating this into my assessments. Up to now, I have just replied upon my professional experience to look at handwriting. I havenāt liked the fact that I didnāt have more standardized items in my assessments especially when OT, PT and Speech all bring such results to the team. I did look up the Johnās Reading Inventory and was not able to find it. Would you share information to find this inventory? I am currently using Informal Reading Inventory but am always looking for ways to hone my practices.
I agree with you about the time needed to complete all the pieces and parts of the LMA and the FVA. Although I donāt like it, it seems that at the end of the year, I get 10 or more new referrals that need to be done in the last few weeks of school. In this case, I have had to do just enough to determine eligibility and then once the next school year started, I delve into the studentās needs further. This isnāt ideal by any means, but we need to do what we need to do so that we donāt get burnt out and this is a solution that works for me. I am more refreshed at the beginning of the year and I have few referrals so I can take more time with those students to gain more insight into what is needed. If my finding require an IEP amendment then I do one but since I have determined the need services, I can continue to work with the student to tweak their services.
How did the use of various data collection tools in the research study contribute to a balanced literacy program for Ambrosi? What tools have you used? What tool(s) do you want to use and why?
I really appreciated that the new teacher decided to assess her braille skills starting back with the basics. During the assessment they were able to find out that she was struggling with reversals and that she hit frustration very quickly with many of the assessments. By going back to the basics, they could help her grow her skills with less frustration. I am excited to have been introduced to assessments that I havenāt used before. My primary way of assessing my braille readers is to do informal assessing regular. Iāll be really interested to try out the tools that were provided in the resources this year and to reread Reading Connections to improve my literacy teaching strategies.