Division on Visual Impairments

VIDBEQ.68.4.Fall.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 4 70 Table 1 Summary of Procedural Adaptations Component Read Naturally Procedures Adaptations for Students with Low Vision Rationale in Literature Initial Placement Placement table has specific CWPM criteria; students cannot be placed at a higher level unless they can meet those criteria (30-60 words per minute can only be placed at 1.0-3.0) Determine an individual baseline for comparison rather than using the Read Naturally placement table Use Basic Reading Inventory (BRI) to estimate levels and compare to accuracy of placement packet levels to determine starting level Saviano and Hatton (2013) used Qualitative Reading Inventory when establishing pre-baseline reading levels and selecting appropriate materials. Kamei-Hannan and Ricci (2015) recommended use of informal reading inventories (such as the BRI) to "match students with appropriate reading materials at their instructional levels" (p. 66). Use 1 minute timing to calculate fluency Allow students to read the entire passage and record time Calculate mean fluency per passage rather than fluency per minute Kamei-Hannan and Ricci (2015) gave passage formula • Subtract the incorrect words from the total words in the passage • Multiply by 60 • Divide by the seconds taken to read the passage Cold/Hot Timings Timings are conducted via paper/pencil or students reading the computer screen Cold/Hot use media recommended by their learning media assessment Lusk, Lawson, and McCarthy (2013) stated that Learning Media Assessments should be used to inform assessment and instruction Student reads for one minute only Allow students to read the entire passage and record time Kamei-Hannan and Ricci (2015) passage formula Repeated Readings Student practices reading the passage three times with a recording (cassette tape, CD, or using web version) Practice readings could be customized to preference (VoiceDream Reader, etc.) McLaughlin and Kamei-Hannan (2018) found students' reading fluency was higher when using an electronic tablet.

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