Abstract
This study examined the effects of using a research based print reading program modified to accommodate beginning braille readers using an alphabet or uncontracted braille reading approach with five beginning braille readers. Four of the 5 participants displayed a clear increase in their ability to read high frequency words when they began using the Early Steps reading program modified to an Early Steps Alphabet Braille Reading Program. Study findings indicate that access to reading activities and materials afforded to sighted peers resulted in improved reading outcomes for children with visual impairments. Teachers, participants, and family members all viewed the use of the uncontracted braille reading program and materials favorably. Specialized reading instruction was also perceived as beneficial by teachers of students with visual impairments when the training addressed the specific needs of braille readers.
Published Version
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