Visually Impaired Resource Guide Reading Grade Four to Seven

Students begin to read many types of stories (e.g., science fiction, mystery, adventure, romance). They also start to use books such as an atlas, dictionary and encyclopedia to find specific information.

During the Intermediate Grades planning for independent use of electronic reading/writing tools is important. Equipment such as talking computers and braille note takers take time to learn. The development of a strategic plan which takes into consideration other needs of the student who uses braille (e.g. Orientation and Mobility) is crucial to the independent use of technology in the later grades.

Each device discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best for them in any given situation.

Word Recognition

• Figure out unfamiliar words by using context clues and phonics and analyzing parts of the word
• Use the dictionary to locate word meanings

By the Intermediate level it is anticipated that students will have mastered the Literary braille code and should have developed efficient reading techniques. The focus of the reading program is on interpretation, extension of knowledge and analysis rather than braille decoding skills.

Braille materials rather than taped materials are essential for anaylsis of word parts. Written material not available in braille can be produced with the aid of a scanner, computer (with a braille translation program) and a braille embosser. Where unavailable, braille books can also be produced on a manual brailler or through transcription services. Permission must be obtained from the copyright holder before any copyright material can be reproduced.

For dictionary skills/usage, a The Speaking Language Master (Special Edition) may be useful. When the student is proficient with a computer and speech, a dictionary on disk or CD ROM may also be helpful.

Reading for Information and Enjoyment

• Recognize different purposes for reading
• Use different reading strategies for different purposes

A variety of reading materials can be made available in braille. Besides textbooks, it is also useful to produce teacher-prepared worksheets, word puzzles, school notices and reminders, report cards, newsletters, and menus. Scanners are very useful for the production of these types of materials. Reference material can also be scanned and produced in braille.

Increasing Recall and Understanding

• Review what they already know about a topic and make inferences by "reading between the lines"
• Make predictions and ask questions
• Summarize, retell and interpret information

Use available technology when appropriate to assist meeting this learning outcome.

Thinking About What Has Been Read

• Analyze particular elements such as style or theme in novels, articles, short stories and poetry
• Identify, discuss and write about common themes in literature from different countries and cultures

In order to identify, analyze discuss and write about particular elements in literature, an electronic reading/writing tool can be useful. The ability to organize information in files for efficient search and retrieval is desirable. The Braille Lite, Braille 'n Speak 640 or other talking computers are useful.

Using What Has Been Read

• Make and support judgments about what they read
• Write and talk about their responses to what they read
• Make connections between previous knowledge, personal experiences and the reading of new material

The use of eText (curriculum materials on disk) provides an efficient way to access print material. For example, the student can use the search functions available within the word processing software on their computer to quickly locate topics or specific information.

Research (Using Reading to Find More Information)

• Locate information from several different sources to complete research projects
• Use reference material such as maps, charts, graphs and library materials

Students should have access to a variety of sources in accessing reference material. Tactile braille is superior to speech or taped materials in that it reinforces the unique formats often found in reference material. Furthermore, the spatial formatting of the physical page reinforces the organization of written material into paragraphs or other structural styles. The fact that not all material is available in braille requires such alternatives as a talking computer with a scanner, E-text, the Internet, taped materials and developing the ability to solicit readers.

Tactile maps and drawings are most useful when the information is presented appropriately for the braille reader, for example, there is good textural contrast. A series of simple maps is preferable to one containing a variety of information [refer to the Vision Resource Teacher in your area for further information]

Reading for Lifelong Development

• Select reading material from a wide range of fiction and non-fiction
• Begin to value the role of literature in our culture and our society

Reading for lifelong development is dependent on the accessibility of reading material. While every effort in the Intermediate grades should be made to provide reading material in braille, the student should develop skills in accessing alternative formats as well. Keeping in mind, the overriding goal of independence, it is most useful if the introduction and exploration of these alternatives to reading proceed with the student taking more initiative and responsibility for their needs.

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