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Lorem Ipsum Dolor Spring 2016
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teach each component in engaging ways. These chapters also include case
studies to illustrate how the tools introduced in Chapter 3 and 4 can be
applied during instructional planning for each component of reading.
My personal belief is that the primary responsibility of a TVI is to teach
the ECC. However, it is impossible to teach the ECC without incorporating
reading and writing. But there is a big distinction between using reading in a
lesson and teaching reading in a lesson. I think the information provided in
Chapters 1-4 is helpful background for TVIs to have. The "Evaluation of
Current Reading Instruction Form" and the "Instructional Planning Tool",
introduced in Chapters 3 and 4 respectively, are extremely valuable and will
certainly be required reading for my pre-service TVIs. The importance of
these tools is that they highlight the collaboration between the TVI and the
general educator to provide literacy instruction to students with visual
impairments. The evaluation form helps define the responsibilities of each
professional regarding reading instruction, and the planning tool can then be
used by the TVI to link their responsibilities for reading instruction to the ECC.
Chapters 5-10 are filled with excellent activities and the Kamei-Hannan
and Ricci Reading Assessment is a very thorough assessment. But ultimately
your feelings about Chapter 5-10 of Reading Connections may come down to
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