Automated Training and Braille Reading

Abstract

The braille reading behavior of fifteen experimental and fifteen control subjects was compared as a function of training by the experimental subjects on an automated self-learning device and control subjects reading traditional braille. Statistical analyses of the data indicated that 1) the performance of the experimental subjects was significantly superior to that of the control subjects in the comparison of certain variables involved in the traditional braille reading process following treatment exposure; 2) following a noninstructional period the experimental gains, with minor exceptions, remained constant; 3) nonsignificant treatment effects were noted on comprehension and reading achievement levels effects as a function of the method of reading; and 4) the appropriateness of sequenced grade level reading materials for reading instruction was pointed out. Suggestions for future research in this area were given.