;
Lorem Ipsum Dolor Spring 2016
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text, and encouraging the student to go back and reread to self-correct word
identification errors. In addition, the TVI should explain new words and
concepts encountered in the text through the use of real objects and concrete
experiences whenever possible. Implementing these principles along with
interactive practice activities will give students with visual impairments new
opportunities to grow as readers.
References
Barlow-Brown, F., & Connelly, V. (2002). The role of letter knowledge and
phonological awareness in young braille readers. Journal of
Research in Reading, 25, 259-270.
Corn, A. L., Wall, R. S., Jose, R. T, Bell, J. K., Wilcox, K., & Perez, A. (2002).
An initial study of reading and comprehension rates for students who
received optical devices. Journal of Visual Impairment and Blindness,
96, 322-334.
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