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VIDBE-Q Volume 64 Issue 2
reading assessments for the first time (Developmental Reading
Assessment, DRA, is used by our district) and increase in reading level,
grow the phonological skills necessary to become fluent readers, and even
learn the advocacy skills to ask for supplementary aids as needed, such as
using the iPad to magnify and illuminate text or a red edged card to help
with keeping place while reading.
After presenting at the Council for Exceptional Children Conference in
February, we started doing more research to see if there was literature and
evidence-based studies out there on using story boxes with students with
visual impairments. We were surprised to discover there was very little
research on this, when there were many resources and ideas available to
support creating Story Boxes. Clearly, we find this strategy to be extremely
beneficial in increasing student engagement and growth in literacy skills for
our students with complex needs including CVI. For this reason, we plan to
complete a formal research study in the Fall. Until then, we hope to
continue spreading the word and sharing our experience to those who are
interested, and helping others begin to implement these powerful tools for
student engagement in order to awaken the readers in their classrooms as
well.
