Division on Visual Impairments

VIDBEQ.68.1.Winter.2023

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 68 Issue 1 References Brambring, M. (2007). Divergent development of verbal skills in children who are blind or sighted. Journal of Visual Impairment & Blindness, 101(12), 749– 762. https://doi.org/10.1177/0145482X0710101205 Cabell, S. Q., & Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), S99–S107. https://doi.org/10.1002/rrq.338 Cervetti, G. N., Pearson, P. D., Palincsar, A. S., Afflerbach, P., Kendeou, P., Biancarosa, G., Higgs, J., Fitzgerald, M. S., & Berman, A. I. (2020). How the reading for understanding initiative's research complicates the simple view of reading invoked in the science of reading. Reading Research Quarterly, 55(S1), S161–S172. https://doi.org/10.1002/rrq.343 Cho, E., Capin, P., Roberts, G., Roberts, G. J., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology, 111(6), 982–1000. https://doi- org.mimas.calstatela.edu/10.1037/edu0000332 Dimcovic, N., & Tobin, M. J. (1995). The use of language in simple classification tasks by children who are blind. Journal of Visual Impairment and Blindness 89(5), 448-459.

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