Despite the increasing use of information technology in the education of the visually impaired, braille remains the only effective means by which those unable to see print can become literate. This article discusses American and British experiments which have demonstrated that many people can be taught to read braille considerably faster. A strong implication of the results of these experiments is that systematic training in braille reading should continue throughout and beyond the primary stage.
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References
1.
Harley, R.K. , Henderson , F. and Truan, M.B. (1979), The Teaching of Braille Reading, Charles C. Thomas, Springfield, Illinois.
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Harley, R.K. , Truan , M.B. and Sanford, L.D. (1987), Communication Skills for Visually Impaired Learners , Charles C. Thomas, Springfield, Illinois.
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Lorimer, J. (1978), The limitations of braille as a medium for communication and the possibility of improving braille reading standards, Occasional Papers , published by British Psychological Society , 2, 2;
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also in: Lorimer, J. et al. (1982), A Study of Braille Contractions , Vol. 4a, Royal National Institute for the Blind, London.
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McBride, V.G. (1974), Explorations in rapid reading in braille, New Outlook for the Blind, 68 , 8—12.
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Olson, M. , Harlow , S.D. and Williams , J. (1975), Rapid reading in braille and large print: an examination of McBride's procedures , New Outlook for the Blind , 69, 392-395.
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Olson, M.R. , in collaboration with Mangold, S.S. (1981), Guidelines and games for teaching efficient braille reading, American Foundation for the Blind , New York.
