Shared ReadingBy: Carmen Willings
teachingvisuallyimpaired.com March 24, 2024 Shared reading provides an opportunity for the student to participate in reading with a reader that reads with fluency and expression. When you are reading together with a student who is learning braille, be sure that the student's fingers are in contact with the braille as you read. Encourage the student to use a light touch ("Smooshing" the braille will make it unreadable!) and not to "scrub" the braille. Also, encourage the student to smoothly "track" along the lines with the pads of the fingers on both hands from left to right as you read. In the beginning, it is not necessary for the student's fingers to be on the same words as you are reading - this will come later with more formal instruction. As the student gets older and more experienced with books, you may want to read only when they are tracking. This way the student will begin to understand that to read braille, you must keep your hands moving! After a shared reading experience, the student should be encouraged to re-read the story independently either silently or aloud.
When presenting a book to the student, point out the pictures or describe what is happening in pictures particularly for students with minimal or no vision. Consider pairing objects from the story to help build concepts. After discussing pictures or presenting objects, ask the student what they think might be in this book. Predict the content, events, and outcome using the title, illustrations, and objects. Explain that predictions may change as you read and gather more information. Model asking questions you may have about the book/topic.
When reading out loud to the student, read the story with enthusiasm and inflection (or present the story via electronic text to develop student’s comfort and success in listening to electronic text at increasing speeds). Provide the student with copies of the text to read along. After reading a story or a passage once for enjoyment and comprehension, read the book/section a second time and encourage the student to identify familiar or unit words in the story. Alternatively, take turns reading passages from the story, encouraging the student to read the familiar words as you read the more challenging words or words the student is unfamiliar with. Independent ReadingIn independent reading, the student is in charge of reading independently, using strategies to decode unfamiliar words. Students should select books that they can read at the independent level and avoid books that are at the instructional or frustration level. The goal is to build fluency in reading. Time should be set aside for daily opportunities to read independently whether during the course of the school day, at home, or both.
Rogow, Sally. Language, Literacy and Children with Special Needs. Pippin Publishing, 1997. This book focuses on the importance of supporting students with special needs so they can participate and be integrated into the educational mainstream. Rogow outlines a variety of approaches that will help teachers ensure that learning happens for everyone.
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Compensatory SkillsConcept Development
Alternative Communication
Emergent Literacy
Access Print
Pre-Braille
Braille Code
Braille Formatting
Braillewriter
Slate & Stylus
Tactile Graphics
nemeth code
Access Classes
Abacus
Organization
Study Skills
Time Management
Listening Skills
"All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence." - Center for Literacy and Disability Studies |
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