VIDBE-Q Volume 66 Issue 4
processes (Skulmowski & Rey, 2018). Children need to experience the feeling of
writing, the feeling of reading, and the feeling of tactile pictures. Braille reading
practice doesn't always have to take place sitting at a table with a book. It can be
embedded in in fun surprising places: on the wall (see Figure 3), in rooms around
the home, in the car. Items with braille letters can be hidden and children can find
them! Practicing braille writing also does not always have to be done at a desk or
table. One component of writing involves finger strength and finger isolation,
which can be built on a piano, with finger puppets, with sensory materials such as
shaving cream, sand, paint. Figure 4 shows a picture of a child's hands with tiny
shoes on four fingers. These shoes are on the specific fingers that need to be
pressed in tandem to create the braille letter "P" (dots 1, 2, 3, 4.) Taking one's
fingers for a walk is a great way to practice the feel and the shape of the letter P!
Conclusion
Even when parents may have learned to read using a medium other than
braille, there are many ways they can enjoy shared literacy and promote the
reading development of their children. Time spent reading is a powerful
connection that families share. Using interdisciplinary techniques and principles
from applied behavior analysis, multi-sensory literacy instruction, and embodied
learning can support parents and children along this shared journey.
