Select Appropriate Reading Materials

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated November 22, 2025
Reading materials play a vital role in fostering literacy and language development for students who are blind or have low vision. For these students, the careful selection of books and reading strategies ensures they can fully engage with and benefit from the experience. Below are key considerations and strategies for selecting and using reading materials effectively.

Key Considerations for Selecting Books

  • Relevance to Experiences and Units. Choose reading materials that connect directly to the student’s real-life experiences, routines, or upcoming activities. Books, poems, and songs related to current classroom themes or experiential units help build background knowledge, reinforce vocabulary, and support concept development. When stories align with field trips, seasonal activities, cooking projects, or community experiences, they become far more meaningful and accessible.
  • Avoid Visual Dependence. Select books that do not rely heavily on pictures to convey essential meaning. A simple way to evaluate this is to cover the illustrations and read the text alone—if the story remains understandable, it is more likely to be accessible for students who cannot see the visuals. Highly visual picture books often require extensive verbal description, which can change pacing and reduce comprehension for some learners.
  • Age and Developmental Appropriateness. Match the complexity and style of reading material to both the student’s age and developmental level. Younger learners often benefit from predictable, rhythmic texts such as nursery rhymes, repetitive stories, cumulative tales, and simple songs that promote anticipation and participation. Older students may disengage from overly juvenile materials. Choose short poems, song lyrics, adapted chapter book excerpts, current events articles, almanac entries, or high-interest nonfiction that align with their age and cognitive abilities. Aim for materials that are respectful, engaging, and dignified—especially important for students with significant disabilities or those reading below grade level.
  • Visual Accessibility (for Low Vision Students). When selecting print books for students with low vision, look for those that:
    • Use clear, simple illustrations without excessive detail
    • Include high-contrast images and text
    • Have matte, non-glossy pages to reduce glare
    • Place text on solid backgrounds instead of over patterned or busy images
      These features support improved visibility, reduced eye strain, and easier tracking.
  • Engaging Content. Choose stories and poems that invite active participation.  Ideal texts include those with:
    • Repeated lines or predictable phrases
    • Rhythm, rhyme, or musical elements
    • Opportunities for sound effects, movement, or call-and-response
    • Relatable concepts that encourage personal connections
      Select materials that match the student’s attention span and processing needs to maintain engagement and comprehension.

Strategies for Reading to Students with Little or No Vision

  • Bring Stories to Life. Use expressive reading to make the story vivid and accessible. Vary your tone for different characters, add dramatic pauses to build anticipation, and incorporate meaningful sound effects. Character voices, environmental sounds (e.g., wind, footsteps, knocking), and rhythmic pacing help students create mental imagery and deepen comprehension—especially for learners who cannot rely on visual cues.
  • Encourage Participation. Provide real objects or tactile props connected to the story for students to touch, explore, and manipulate while listening. Invite students to repeat key phrases, imitate sounds (such as animal noises or environmental effects), or respond to predictable lines. These interactive elements increase engagement, support comprehension, and allow students to actively participate rather than passively listen.
  • Incorporate Movement. Pair movement with songs, rhymes, and story actions. Use fingerplays, gestures, or hand-under-hand modeling for activities like The Itsy Bitsy Spider, “Wheels on the Bus,” or motion-based storylines. Movement helps reinforce sequencing, concept development, and motor planning, while also providing a multisensory way to stay engaged.
  • Expand Vocabulary and Build Connections. Pause briefly to introduce new vocabulary and connect unfamiliar words to real-life experiences, classroom objects, or upcoming activities. After reading, encourage students to retell the story, sequence events, or act out scenes using props. These activities promote comprehension, expressive language, and concept development.
  • Collaborate with Others. Invite paraprofessionals, therapists, or classroom teachers to take part in storytelling. They can contribute character voices, handle tactile props, add sound effects, or model movements. Collaboration not only enriches the storytelling experience but also promotes consistent use of strategies across the student’s daily routines.

Special Considerations for Older Students

  • Age-Appropriate Materials. Ensure that reading selections align with the student’s age, maturity, and interests. For older students—especially those reading below grade level—avoid materials that feel juvenile, such as picture books or early-childhood rhymes. Instead, choose short stories, high-interest poems, articles, biographies, or song lyrics that respect their developmental stage and emotional needs. Age-appropriate content promotes dignity, engagement, and meaningful literacy growth.
  • Discussion and Critical Thinking. After reading, guide purposeful discussion to deepen comprehension and build higher-level thinking skills. Connect the text to the student’s personal experiences, daily routines, or current events to make meaning more relevant. Encourage students to share their interpretations, ask questions, make predictions, and express opinions about the material. These conversations foster expressive language, concept development, and critical thinking—essential skills for academic success and independence.
​Selecting the right reading materials for students with little or no vision is critical for fostering literacy, engagement, and language development. By choosing accessible, relevant, and age-appropriate content, and by using expressive and interactive strategies, teachers can create meaningful and enjoyable reading experiences. Through these efforts, students can build language skills, develop their imagination, and foster a lifelong love of stories and learning.

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