The Development of a Scale to Facilitate Reading Mode Decisions

Abstract

This article describes the first phase of a project to develop an empirically based scale to help multidisciplinary teams decide whether individual children need to start or continue braille instruction. In this phase, a national sample of 225 respondents rated items in two versions of the inventory, and the project staff identified five factors on which subsequent subscales were based. In the next phase, efforts will be made to norm the scale and to determine its reliability, validity, and usefulness to the field.