By: Carmen Willings
teachingvisuallyimpaired.com

A Learning Media Assessment or Reading Media Assessment (LMA/RMA), conducted by the Teacher of Students with Visual Impairments (TVI), is required to determine what kinds of literacy and functional learning materials are appropriate. Although sometimes used interchangeably, the Learning Media Assessment can perhaps best describe the assessment of the learning mode of students who are non-readers or pre-readers. A Reading Media Assessment is a better term for students who are already reading. Either way, it access the way a student learns from the environment.
The LMA/RMA is a systematic way of collecting information about sensory preferences, learning environments, and intervention materials and methods. It is used with the Functional Vision Evaluation (FVE) to describe sensory abilities. It identifies sensory preferences, allows the Teacher of Students Visual Impairments (TVI) to understand how to present information to the student. For younger students or those with multiple impairments, the TVI can gain sensory information to the student, understand how to calm or alert the child, and identify adaptations and intervention strategies to promote effective use of senses. In an academic student, it is used to determine the primary or secondary mode for reading or if the student is a dual learner.

The LMA/RMA indicates the use of sensory channels; best learning media; indicators of readiness for a literacy program; initial selection of literacy medium; continuing assessment of literacy media; and literacy tools inventory. When conducting the RMA, be sure to provide a variety of environmental print for the student to read in addition to using a formal assessment tool such as the Jerry Johns Basic Reading Inventory. If the student has been prescribed low vision devices, encourage them to use the devices. Possible media includes: class handouts, class textbooks, leisure books, maps, graphs, dictionary, diagrams, ruler, newspaper, magazine, catalog, ads, phone book, menu, food labels, clothing tags. Be sure to take note of the estimated font size and type.

Also be sure to observe the students writing skills including keyboarding skills. Include if the student uses the correct fingering, and what the words per minute were as well as the errors. Observe the student copying information from the board and note the distance. Also observe the student copying information from a text to a separate paper. Note the size of writing, the difficulty and note if it was legible to the student and to you.

Characteristics of Print Learners

On page 43 of Learning Media Assessment of Students with Visual Impairments 2nd Edition, Koenig and Holbrook identify the following characteristics of students who may be print  learners.
The student :
  • Uses their vision efficiently to complete tasks at near distances.
  • Shows interest in pictures and demonstrates the ability to identify pictures and/or elements within pictures. 
  • Identifies name in print and/or understands that print has meaning. 
  • Uses print to accomplish other prerequisite reading skills.
  • Has a stable eye condition.
  • Has an intact central visual field.
  • Shows steady progress in learning to use his/her vision as necessary to assure efficient print reading.
  • Is free of additional disabilities that would interfere with progress in a conventional reading program in print. ​

Characteristics of Braille Learners

They identify the following characteristics of students who may be braille learners.
The student: 
  • Shows preference for exploring the environment tactually.
  • Efficiently uses the tactual sense to identify small objects.
  • Identifies his/her name in braille and/or understands that braille has meaning.
  • Uses braille to accomplish other prerequisite reading skills.
  • Has an unstable eye condition or poor prognosis for retaining current level of vision in the near future. 
  • Has a reduced or nonfunctional central field to the extent that print reading is expected to be inefficient. 
  • Shows steady progress in developing tactual skills necessary for efficient braille reading. 
  • Is free of additional disabilities that would interfere with progress in a conventional reading program in braille. 

Additional LMA Resources...

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Johns, Jerry. Basic Reading Inventory. Kendall Hunt Publishing, 2012. is a popular informal reading inventory. ​​It helps determine a student's instructional, independent, and frustration reading levels & listening levels based on speed, accuracy, and comprehension. This tool helps determine the most effective literacy modalities for students with visual impairments.
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Johns, Jerry. Basic Reading Inventory. Kendall Hunt Publishing, 2012. is a popular informal reading inventory. Large Print and Braille reading lists and reading passages are now available from APH (The Instruction Manual and tools must be purchased separately). It helps determine a student's instructional, independent, and frustration reading levels & listening levels based on speed, accuracy, and comprehension. This tool helps determine the most effective literacy modalities for students with visual impairments.
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A great resource on conducting Learning Media Assessments is the Texas School for the Blind (TSBVI) Learning Media Assessment.
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Functional Vision & Learning Media Assessment (FVLMA) is an assessment tool, available from APH, that helps practitioners gather, store, track, and analyze information regarding students' functional vision and appropriate learning media.

Conducting a FVLMA On-Demand Webinar

Cover slide of Strategies and Tips for Conducting the FVLMA with the letters FVLMA in different colors and each wearing glasses
This presentation provides a walk-through of the process and steps of conducting a Functional Vision Evaluation and Learning/Reading Media Assessment. Key points include interpreting the eye report, materials to use in the assessment, conducting interviews and observations as well as strategies for direct assessment and writing a professional and thorough report that is informative to all audiences.  Next steps are also covered including the importance of a low vision assessment, determining the need for additional assistive technology and implications for service.  ​

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