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 74 considerations for utilizing Read Naturally with students who are visually impaired include: (a) determine the student's individual baselines instead of placing students according to fluency guidelines for students without visual impairments, (b) for students with visual impairments particularly, fluency should be measured as a percent improvement relative to the student's own baseline, not compared to others, (c) use mean correct words per minute across a passage (CWPMP) and percent improvement in fluency as metrics, rather than one minute timings, and (d) technology can be used in conjunction with this program to provide an avenue for the repeated reading practice. Specifically, the use of the BRI to inform student placement provided a valuable starting point for determining a baseline for accuracy and fluency that could be compared to the Read Naturally Placement Packet. What is more, although the authors only planned to use the technology for the repeated readings, Laura expressed a preference for using an iPad Pro (12.9- inch size) with the VoiceDream Reader application that allowed her to customize font size, color contrast, voice, and speed for the entire process (including timings). Conclusion The results of the pilot study suggest that, with adaptations, the Read Naturally program can be an impactful reading fluency intervention for students with visual impairments. The present findings seem to be in contrast to the aforementioned assertions on the Read Naturally website that the program should

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