ABC Braille Study(Alphabetic-Braille and Contracted- Braille Study)

Researchers are from 8 universities,a special school, public schools, APH

Ralph Bartley Anne Corn (Project

Team Leader) Jane Erin Cay Holbrook Sharon Sacks Rob Wall

(statistician) Diane Wormsley

Liz Barclay Frances Mary

D’Andrea Christopher Craig Stephanie Herlich Julia Ituarte Alan Koenig

Eleanor Pester Debbie Sitar

Background In the first half of the 20th century

children learned to read using alphabetic or uncontracted braille, also called Grade 1 braille.

They then learned Grade 1½ (a few contractions). Finally they learned contracted or Grade 2 braille (all contractions).

Background The American Printing House for

the Blind and other producers of braille began to produce books only in contracted braille the 1930’s.

Teachers began to teach contracted braille to children who were learning to read.

Some teachers now wonder whether early use of uncontracted braille

might promote better reading skills.

Most students are in public schools classrooms, and a professional who knows contractions is not always available.

Early reading speed might be increased by practice with fewer symbols.

Other students and the classroom teacher can use uncontracted braille.

The ABC Braille Study Five-year longitudinal – 2002

through 2007 Quantitative and qualitative

research Children in special schools and local

schools Teachers and parents choose

contracted or uncontracted braille for initial reading instruction

Children Enrolled Criteria

Totally blind or with light perception only At least 4 years of age Attending pre-k or kindergarten Potential to be a braille reader English is primary language for

instruction All adults and child give consent

Children Enrolled

44 students are enrolled or in process.

Approximately equal groups of students began in contracted and uncontracted braille.

Children Enrolled

Placements 7 are in special schools. 37 are in public schools and agencies.

Locations 12 U.S. states, 1 Canadian province. 39 U.S. children, 5 Canadian children (4

locations in 1 province).

Project support

Primary Funding is from the American Printing House for the Blind.

Additional funding has been provided by American Foundation for the Blind Canadian Braille Literacy Foundation Special Educational Technology, British Columbia

Quantitative Currently 216 variables being

recorded, with possible additional variables.

21 students from 2002 continued through this year, beginning the longitudinal investigation.

40 students in Year 2 have been continued through Years 3-5.

Research Questions

1. Are there differences in reading rates and comprehension, vocabulary, fluency, word recognition, and reading achievement levels of children who are initially taught contracted braille as compared to those who are taught uncontracted braille? (Quantitative)

Research Questions (continued)

2. Are there differences in writing, vocabulary, and spelling abilities of children who are initially taught contracted braille as compared to those who are initially taught uncontracted braille? (Quantitative)

Quantitative Measures Texas Primary Reading Inventory Johns Basic Reading Inventory Extended oral reading sample Writing sample (discussed later) Brigance Reading Vocabulary

Comprehension Subtest Brigance Spelling Subtest

Data Analysis

Big picture is viewed with descriptive statistics

Details through log-linear analysis, hierarchical linear modeling, multiple linear regression

Longitudinal structure with analyses of covariance and effects with trend analysis

Large scale differences (i.e., group) will be checked with t-tests and chi squares

Research Questions (continued)

3. Are there differences in attitudes towards reading and writing in children who are initially taught contracted braille as compared to those who are initially taught uncontracted braille?

Research Questions

4. Are there differences in the quantity and quality of literacy and interactive experiences in general education classrooms, the home environment, and in the community of children who are initially taught contracted braille as compared to those who are initially taught uncontracted braille?

Qualitative Data Observations of classroom

Coded for literacy activity, peer involvement, availability of braille, professional in charge

Interviews with professionals, family, student Identify environmental differences that

might affect literacy acquisition

Literacy Experiences Demographic information form Curriculum materials checklist Braille instructional materials form Family survey of reading and

writing Observations – time diaries Interviews

Observations Time sampling of events in

educational environments for contracted and uncontracted groups With general education teacher with paraprofessional In classroom activities with peers Braille instruction with TVI Braille instruction with paraprofessional

Interviews

Initial family interview when child enters study

Family Survey of Reading and Writing Experiences

Annual interviews with TVI Classroom teacher Paraprofessionals Participating students

Literacy Experiences Family Survey of Reading and

Writing Experiences If adults and children in the home know

braille If other read to child with braille and/or

prinbooks If child has brailled children’s books at

home Common items used at home that are

in braille

Methods Direct assessments of reading and

writing skills conducted each spring Assessments administered in

uncontracted or contracted braille, depending on group

Compilation and data analysis organized and performed by Rob Wall (Western Michigan University)

Protocol for reading sample

Videotaping children while reading for five minutes - analyzing only the last four minutes

Reading passages with which child is familiar - has read at least once previously

Videotaping shows child’s hands and reading material

Analysis of hand movements and inefficient characteristics

Question for teachers about teaching HM

Types of Hand Movements

One-handed reading left hand - right hand

Two handed reading left used as marker left and right together left and right together until near end of

line, and then separate both hands used independently -

scissors fashion

Inefficient Characteristics Scrubbing Single Regressions Multiple Regressions Pauses Searching Motions Erratic Movements

Writing AnalysisPrompt: “Write a story about…

Kindergarten: your favorite thing to do at home”

First grade: your favorite thing to do at recess”

Second grade: your favorite thing to do with your friends”

Third grade: your favorite thing to do on the weekend”

Assessment of written passages Lines of braille in passage Sentences in written passage Sentences in passage read aloud

(on videotape) Words in passage % of recognizable words in passages Likert scale ratings of topic relevance,

spelling, punctuation, coherence

#2: I like to roll my ball on the bench. I like to bounce my ball on the bench.

#4 Sometimes I like to play bus at recess. I like to perform for my friends. I sometimes like to just walk around. I also like to go down the slide. Do you like to go down the slide?

Future Plans Continue data collection through

the 2006-2007 academic year Prepare proposals to continue the

longitudinal study, address new questions that arise, e.g., children with dual reading media