التفاصيل البيبلوغرافية
| العنوان: |
Speed and Accuracy Measures of School-Age Readers With Visual Impairments Using a Refreshable Braille Display. |
| المؤلفون: |
McCarthy, Tessa, Holbrook, Cay, Kamei-Hannan, Cheryl, D'Andrea, Frances Mary |
| المصدر: |
Journal of Special Education Technology; Dec2023, Vol. 38 Issue 4, p423-433, 11p |
| مصطلحات موضوعية: |
BRAILLE, VISION disorders, READING speed, SILENT reading, SPEED, GRADE levels |
| مستخلص: |
This study provides information on the use of a refreshable braille display in relation to reading speeds and accuracy for students with visual impairments. The characteristics and variables which were statistically significant predictors of reading speed were explored. Forty-nine students in grades 1–9 participated with their teachers of students with visual impairments. In this 16-week study participants used the Reading Adventure Time! app to complete a pretest, intervention, and eight progress monitoring checks. Using descriptive statistics, correlation, and multiple regression analyses the researchers found silent reading speeds averaged 16.80 WPM at grades 1–2, 46.43 WPM at grades 3–4, 46.12 WPM at grades 5–6, and 50.51 WPM at grades 7–9. Oral reading speeds averaged 18.37 WPM at grades 1–2, 49.05 WPM at grades 3–4, 45.62 WPM at grades 5–6, and 45.82 WPM at grades 7–9. On average, there were few miscues for participants at all grade levels. Statistically significant predictors of reading speed included the number of braille cells on the refreshable braille display, the proportion of students receiving free and reduced lunch recipients, time spent in literacy instruction with the general education teacher, and whether the student was a dual braille and print reader. Reading speeds were comparable to those found in studies which examined reading paper-based formats. The most common statistically significant predictor of reading speed was the number of cells on the refreshable braille display. Wise decisions about the types of refreshable displays used can potentially make a difference in students' reading speeds. [ABSTRACT FROM AUTHOR] |
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