Article

Essential Experiences To Undergird the Early Development of Literacy

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Abstract

This study identified a repertoire of essential early life experiences to which young children with visual impairments need to be exposed to undergird their development of literacy. The authors analyzed 254 stories from three published basal literacy series to identify the experiences necessary to bring meaning to each story. Through analysis and categorization of the data, they then identified 22 global areas of experience as essential. Guidelines for providing these experiences are suggested, including ways to link experiences to early literacy events.

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... Children with VI learn best by doing and should be provided specific skills to access unifying concrete experiences that encourage the development of emergent literacy skills (D'Andrea & Farrenkopf, 2000). What children with sight are able to obtain through pictures and incidental learning, must be taught explicitly to children with VI (Campbell, 2016;Koenig, 1992;Koenig & Farrenkopf, 1997;Stratton & Wright, 1991). ...
... Children with VI need to be able to relate to what they are reading or writing; otherwise, what they manage to read or write may not hold meaning for them (Koenig & Farrenkopf, 1997;Swenson, 2009). With the gamut of VI, comprehension of storybooks can range from complete understanding to no understanding at all (Stratton & Wright, 1991). ...
... Children with VI learn concepts through a multisensory approach (e.g., models, toys, tactile object, smell, sound), and interaction (e.g., conversation, dramatic play) about what they are learning. Building from concrete, to symbolic, to abstract experiences gives them a realistic frame of reference and helps them connect one experience to another (Koenig & Farrenkopf, 1997;Wormsley, 1997). As they begin to develop conceptual knowledge they are able to associate experiences with meaning and written words, make comparisons, differentiate similarities and differences, increase memory, exercise judgement, identify sequence, interpret and predict cause and effect, and comprehend a story (Stratton & Wright, 1991). ...
Article
Introduction: This study examined implications of literacy instruction for children with visual impairment (VI) with/without an additional disability at a specialized preschool in a large Midwestern city. Methods: Teachers participated in interviews and revealed their perspectives for providing literacy instruction, and students were video recorded participating in literacy activities. Literacy opportunities were coded for themes. Results: Six themes of literacy opportunities emerged from this study (i.e., literacy opportunities, accessibility, frequency, assessment, settings, and cues for understanding). Results provide evidence of instructional strategies, challenges and strengths described by teachers, types of activities used to promote literacy and the frequency and accessibility of literacy opportunities delivered. Activities include opportunities to read, write, and practice phonological awareness, and embedded opportunities to read and/or write Discussion: Perspective of expectations and barriers from teachers enlighten strengths and challenges faced when working to develop literacy skills for children with VI with/without an additional disability. Student outcomes for participation in literacy opportunities provided are reported. Implications for Practitioners: Collaboration is necessary among educators and service provides to provide the best opportunities for children with VI to learn to read and write. The instructional strategies, types of activities, frequency and accessibility to literacy opportunities used could generalize to other environments. Advisor: Mackenzie Elizabeth Savaiano
... Many early literacy activities, such as singing, reading, blending and segmenting words, and playing word games and reading and writing games, that contribute to the later development of reading may take place at home. However, unlike children who are sighted and able to participate in incidental learning experiences without the direct involvement of their parents or teachers, children with visual impairments may need adults to facilitate their interactions with the environment (Koenig & Farrenkopf, 1997). Adults' facilitation of emergent literacy activities may include reading aloud to children, making purposeful attempts to provide opportunities for tactile exploration, and describing print items within the environment (such as reading environmental signs to children, including signs for restrooms and NO SMOKING and EXIT signs). ...
... Craig (1996) found that parents of children who were visually impaired thought that learning to read and write were the highest priorities. However, Koenig and Farrenkopf (1997) suggested that parents of children with "specific" disabilities may not consider literacy a priority. The contradiction between these findings may speak to the importance that some families place on engaging in literacy activities versus meeting a child's basic needs or special health care needs. ...
... The contradiction between these findings may speak to the importance that some families place on engaging in literacy activities versus meeting a child's basic needs or special health care needs. Children who are blind, like all children, need to have exposure to meaningful incidental learning activities (Koenig & Farrenkopf, 1997), such as grocery shopping, going to the library, or washing clothes, all of which contribute to their concept development (Wolfe & Nevills, 2004). ...
Article
This survey explored the emergent literacy experiences that parents provided for their children with visual impairments, aged 1-8, as well as the parents' perceptions of the professional support that they received to facilitate these activities. The results indicated that the parents and children engaged in reading, singing songs, and writing or scribbling most frequently.
... Le peu d'expériences qu'ils ont en communication écrite limite l'acquisition de compétences émergentes (Wormsley, 2003) et certains enfants n'ont pas encore compris la relation entre le langage parlé et le langage écrit en arrivant à l'école (Swenson, 1988). Le développement de la conscience de l'écrit nécessite chez les enfants non-voyants une intervention spécifique (Chelin, 1999;Comtois, 1997;Drezek, 1999;Koenig & Farrenkopf, 1997;Koenig & Holbrook, 2000;Lewi-Dumont, 1997;McGregor & Farrenkopf, 2002;D. Miller, 1985;Russotti, Shaw, & Spungin, 2004;Stratton & Wright, 1991;A. ...
... La lecture à haute voix est une activité importante dans le développement de la conscience de l'écrit chez les enfants non-voyants (Chelin, 1999;Comtois, 1997;Koenig & Farrenkopf, 1997;Koenig & Holbrook, 2000;Lewi-Dumont, 1997;McGregor & Farrenkopf, 2002;D. Miller, 1985;Stratton & Wright, 1991). ...
Thesis
Full-text available
From an early age, illustrated books play a role in the development of written awareness (Yaden, Rowe, MacGillivray, 19991999). However, children with visual impairments do not have access to illustrated books like sighted children do. Some children may enter school without ever having access to any book (Claudet, 20142014). In addition, there is no guarantee that tactile images can be easily recognized.In this thesis, we studied the influence of different illustration techniques on the recognition of tactile pictures. Based on the state of the art, we proposed to simplify the shape of tactile pictures. Indeed, simplification can facilitate the process of creating images. Moreover, it can limit the amount of exploration movements and the work of mental integration required in order to make the pictures more accessible to touch. In blind children we have observed that patches of textures are recognized as well and learned faster than pictures with textures frequently used in tactile books (recognition rate: 87.8%, 95% CI [81.3, .92.2] ). We also assessed the relevance of using new technologies such as retractable pin tablets (Zarate, Gu dozhnik, Ruch, Shea, 20172017) to display dotted pictograms. While the use of line pictograms seems to be a good illustration technique (recognition rate in blind children: 89.7, 95% CI [78.4, 94.8]), recognizing dotted pictograms can be more difficult. We have therefore proposed recommendations for the design of dotted pictograms that can be displayed on retractable pin tablets. Our studies focus on sighted and blind adults and children. We were able to provide additional data to better understand the factors involved in haptic perception such as visual status, haptic expertise, age (children or adults) or the size of the finger. In general, the studies carried out in this thesis provide a better understanding of the processes involved
... 1994) and storybook reading practices of caregivers of children with visual impair ment and blindness have been described (Craig, 1996;Crespo, 1990). Empirical ev idence highlights experiences that promote literacy-learning success for school entry for children with visual impairment and blindness (Koenig & Farrenkopf, 1997), and the quality of instruction provided by teachers of school-age children with vi sual impairment and blindness has been examined (Corn & Koenig, 2002;Koenig & Holbrook, 2000;Suvak, 1999). Despite this wealth of research, no empirical inves tigations of emergent literacy intervention practices of early interventionists who pro vide support to young children with visual impairment and blindness have been pub lished to date. ...
... Another factor influencing language and concept development is the decreased opportunity for young children with vi sual impairment and blindness to explore the world around them (Warren & Hatton, 2002; and to learn incidentally from pictures, television, environmental print, or events occurring silently in their environments (Koenig & Farrenkopf, 1997). Increasing these opportunities requires encourage ment of children with visual impairment and blindness to develop senses and hand skills that will be used functionally in later years. ...
Article
A qualitative case study design was used to investigate the ways in which two early interventionists supported emergent literacy development for infants and toddlers with visual impairment. Three themes are addressed: (1) the importance of a family-centered approach in addressing emergent literacy in early intervention; (2) the role of the early interventionist in language and concept development; and (3) the need to focus on the senses as they relate to literacy. The findings provide practical insights into the role of the early interventionist in supporting early literacy development.
... For example, children who are blind may encode and store information gained from their remaining senses about a banana that does not include the colour yellow given the lack of conceptualization of color (Bigelow; Steinman et al.). Reading skill development for children who are blind may also be influenced in other ways by the nature and range of their experiences (Koenig & Farrenkopf, 1997). For example, direct experience on a farm would likely enrich the enjoyment and understanding of a book about life on a farm. ...
... This is of particular importance because of potential for "word-calling" (Hamilton & Shinn, 2003) as a result of braille readers' reduced incidental learning. Students with visual impairments may evidence a large working vocabulary, for example, but lack sufficient background knowledge or "broader life experiences" (Koenig & Farrenkopf 1997) fundamental to the process of comprehension (Loftin, 2006). Hence, their knowledge may, at times, be superficial or incomplete, despite their spurious perception of understanding. ...
... Since blind and visually impaired children have limited opportunities to recognize the world around them (Warren & Hatton, 2002;Wormsley & D'Andrea, 1997), minimal opportunities to learn from photographs, television, from the environment surrounding them, and from events occurring silently in the environments where they operate (Koenig & Farrenkopf, 1997), determining and planning activities, tools, and teaching methods is one of the crucial components of efficiently and effectively functioning in an educational process, especially in special education where blind and visually impaired students are educated. ...
Article
Full-text available
This paper investigates the methods, instruments, and pedagogical tools used by teachers to promote a culture of reading, focusing primarily on the subject of Albanian language and literature. The study examines the selection of instructional content aligned with achieving preplanned results and planned skills, as well as the specific techniques used to implement this content and achieve learning outcomes. It hypothesizes that Albanian language and literature teachers select, plan, and apply instructional content outlined in curricula, educational programs, and textbooks within Individual Education Plans (IEPs) to develop reading skills and foster a reading literacy among blind or visually impaired children. The case study centers on the Resource Center (RC) of Peja focusing on academic aspects such as pedagogical criteria for selecting instructional materials, the use of pedagogical instruments, and the appropriate use of teaching tools and technologies in the classroom. These elements are considered fundamental for successful teaching and student achievement in the education system for children with special needs (CSN) who are blind or visually impaired. The study presents facts on the implementation and interaction of these aspects in the education system for CSN. Additionally, the research outlines the actions of the Resource Centre (RC) of Peja and the activities of teachers, detailing how these have been incorporated into students' IEPs. It evaluates the extent to which objectives in the field of reading literacy have been achieved and identifies accomplishments, activities, and necessary modifications or additions to the process. The findings aim to provide insights into effective strategies for enhancing reading literacy and literacy skills among blind and visually impaired students.
... Since blind and visually impaired children have limited opportunities to recognize the world around them (Warren & Hatton, 2002;Wormsley & D'Andrea, 1997), minimal opportunities to learn from photographs, television, from the environment surrounding them, and from events occurring silently in the environments where they operate (Koenig & Farrenkopf, 1997), determining and planning activities, tools, and teaching methods is one of the crucial components of efficiently and effectively functioning in an educational process, especially in special education where blind and visually impaired students are educated. ...
Article
Full-text available
This paper investigates the methods, instruments, and pedagogical tools used by teachers to promote a culture of reading, focusing primarily on the subject of Albanian language and literature. The study examines the selection of instructional content aligned with achieving preplanned results and planned skills, as well as the specific techniques used to implement this content and achieve learning outcomes. It hypothesizes that Albanian language and literature teachers select, plan, and apply instructional content outlined in curricula, educational programs, and textbooks within Individual Education Plans (IEPs) to develop reading skills and foster a reading literacy among blind or visually impaired children. The case study centers on the Resource Center (RC) of Peja focusing on academic aspects such as pedagogical criteria for selecting instructional materials, the use of pedagogical instruments, and the appropriate use of teaching tools and technologies in the classroom. These elements are considered fundamental for successful teaching and student achievement in the education system for children with special needs (CSN) who are blind or visually impaired. The study presents facts on the implementation and interaction of these aspects in the education system for CSN. Additionally, the research outlines the actions of the Resource Centre (RC) of Peja and the activities of teachers, detailing how these have been incorporated into students' IEPs. It evaluates the extent to which objectives in the field of reading literacy have been achieved and identifies accomplishments, activities, and necessary modifications or additions to the process. The findings aim to provide insights into effective strategies for enhancing reading literacy and literacy skills among blind and visually impaired students.
... Meqenëse fëmijët e verbër dhe me të parë të dëmtuar kanë mundësi të ulëta për ta njohur botën rreth tyre (Warren & Hatton, 2002;Wormsley & D'Andrea, 1997), mundësi minimale për të mësuar nga fotografitë, televizioni, nga ambienti që i rrethon dhe nga ngjarjet që zhvillohen pa zhurmë në ambientet ku ata veprojnë (Koenig & Farrenkopf, 1997), përcaktimi dhe planifikimi i aktivitete, mjeteve, por edhe i metodave mësimore, është një nga komponentët e rëndësishëm të funksionimit me efikasitet dhe efektivitet të një procesi mësimor, sidomos në arsimin special, ku edukohen nxënës të verbër dhe me dëmtime në të parë. ...
Article
Qëllimi i këtij punimi është hulumtimi i metodave, instrumenteve dhe aparaturave pedagogjike, të cilat arsimtarët e lëndëve mësimore që e zhvillojnë kulturën e leximit (kryesisht të lëndës Gjuhë shqipe e letërsi) i përzgjedhin, i planifikojnë dhe i aplikojnë në përcaktimin e përmbajtjeve mësimore të parapara në kurrikula dhe në programet mësimore, si dhe në tekstet mësimore, në kuadër të Planeve Individuale të Arsimit (PIA), me qëllim që te fëmijët e verbër apo me shikim të dëmtuar të zhvillojnë shkathtësinë e kulturës së leximit. Rast studimi ishte Qendra Burimore (tash e tutje QB) e Pejës dhe fokus kishte aspektin akademik që përfshinë kriteret pedagogjike për përzgjedhjen e përmbajtjeve mësimore karshi arritjes së rezultateve të përcaktuara dhe shkathtësive të planifikuara e teknikave specifike të përdorura për realizmin në praktikë të përmbajtjeve mësimore dhe arritshmërisë në mësim. Hulumtimi ngrihej mbi hipotezën se përzgjedhja e materieve mësimore, përdorimi i instrumenteve pedagogjike dhe përdorimi i mjeteve e teknologjive mësimore dhe teknikave të duhura praktike në klasë, janë kushte themelore për mësimdhënien e suksesshme dhe arritshmërinë e nxënësve në sistemin e edukimit të FNV që janë të verbër apo që kanë shikim të dëmtuar. Studimi paraqet fakte sa janë realizuar dhe sa të ndërveprueshme janë këto dy aspekte në sistemin tonë të edukimit të FNV, cilat janë veprimet e QB-ve dhe aktivitetet e mësuesve, si janë inkorporuar këto në PIA-t e nxënësve, sa janë realizuar objektivat në fushën e kulturës së leximit, cila është arritshmëria dhe cilat aktivitete dhe hapa duhet të ndryshohen apo t’i shtohen procesit.
... Content was also drawn from descriptions of components of emergent literacy from the extensive review of early literacy research being conducted by the National Early Literacy Panel (National Institute for Literacy, 2007) and the National Reading Panel (National Institute of Child Health and Human Development, 2000aDevelopment, , 2000b. Some items for the survey were drawn from theoretical frameworks on emergent literacy (Erickson & Hatton, 2007a;Sénéchal, LeFevre, Smith-Chant, & Colton, 2001) and others from the literature on early literacy in young children with visual impairments, including family literacy practices, perceptions, and priorities (Craig, 1999;Dote-Kwan & Hughes, 1994); storybook reading practices (Craig, 1996;Crespo, 1990); practices for promoting early literacy at entry to and during the school-age years (Corn & Koenig, 2002;Koenig & Farrenkopf, 1997;Koenig & Holbrook, 2000b); and literature based on clinical expertise in visual impairment (D'Andrea & Farrenkopf, 2000;McComiskey, 1996). Two research questions provided the framework for the survey: (1) What strategies do professionals use to promote early communication and literacy in young children with visual impairments? ...
Article
Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing structured intervention in phonological awareness, or providing opportunities for early writing and alphabet experiences.
... Furthermore, differences have been found between children with visual impairments and other children with respect to the frequency of reading storybooks and engaging in other literacy learning experiences (Stratton & Wright, 1991), as well as general opportunities to explore the world (Wormsley & D'Andrea, 1997). It appears that limited incidental learning through pictures, television, print in the environment, or events that occur silently in learning environments (Koenig & Farrenkopf, 1997) influences the language and literacy learning of children who are visually impaired. ...
Article
Emergent literacy in young children with visual impairments is examined using a conceptual framework proposed by Sénéchal, LeFevre, Smith-Chant, and Colton (2001). The utility of this framework for young children with visual impairments is illustrated using data from a field study of preschool classes for children with visual impairments.
... Coltheart & Rastle, 1994;Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), mature readers apply a direct orthographic route to read frequent or irregular words, but still use the indirect graphophonological route to decode infrequent and unfamiliar words or nonwords. While sighted children from an early age onwards experience considerable incidental exposure to written language, blind children, in contrast, usually do not encounter written language until they are introduced to braille words at home or at school (Koenig & Farrenkopf, 1997). Pre-reading for blind children begins with tactile discrimination games to develop the fine discrimination ability and hand movement skill necessary for identifying braille characters and smooth line tracking respectively (Greaney & Reason, 1999). ...
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Early intervention and professional support in the family of blind child is important. Intervention and support depend upon perception of the concept of parenting. Concept of parenting is extremely individual, because family is not homogenous group. Parenting types vary, depending on the type of the family. Family of the blind child faces numerous challenges. To overcome challenges, support of specialists can help. Educational and rehabilitation support, influences and enables parents through learning different skills and knowledge for adequate approach toward blind child and development of the child in the family surrounding. Addressing the wider context and supporting the early literacy of blind child, it is extremely important to know specific and special skills of the written communication of the blind children. Only cooperation between professionals and parents, and knowledge of basic concepts and rules of Braille writing generate conditions for successful support of emergent literacy of blind children. Literature review leads to conclusion, that it is important that family and competent education and rehabilitation experts know basic skills of written Braille communication. This paper defines ongoing and professional support in acquisition of written Braille communication skills in the family of blind child.
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Early intervention and professional support in the family of blind child is important. Intervention and support depend upon perception of the concept of parenting. Concept of parenting is extremely individual, because family is not homogenous group. Parenting types vary, depending on the type of the family. Family of the blind child faces numerous challenges. To overcome challenges, support of specialists can help. Educational and rehabilitation support, influences and enables parents through learning different skills and knowledge for adequate approach toward blind child and development of the child in the family surrounding. Addressing the wider context and supporting the early literacy of blind child, it is extremely important to know specific and special skills of the written communication of the blind children. Only cooperation between professionals and parents, and knowledge of basic concepts and rules of Braille writing generate conditions for successful support of emergent literacy of blind children. Literature review leads to conclusion, that it is important that family and competent education and rehabilitation experts know basic skills of written Braille communication. This paper defines ongoing and professional support in acquisition of written Braille communication skills in the family of blind child.
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This article reviews the literature on the role of first-hand experiences, language, reading aloud, and scribbling on the preliteracy development of normal and visually impaired children. It describes a specific program developed by the American Printing House for the Blind which includes a handbook and 27 tactile-visual read-aloud story books. (DB)
Article
Presents a framework for understanding the literacy of individuals with visual impairments (VIMs) that is consistent with recent conceptions of literacy (e.g., A. P. Newman and C. Beverstock, 1990) but that recognizes the unique challenge for gaining access to print that are presented by a VIM. This framework proposes that literacy is demonstrated when an individual is successful in communicating with a desired audience through the completion of meaningful tasks that require reading and writing, that literacy is demonstrated at different levels throughout the life span, and that an individual with a VIM must go beyond the basic level of literacy to gain access to materials in regular print independently. The article concludes with definitions of 2 levels of literacy, as well as an action plan for addressing issues related to literacy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Anmerkung des Umsetzungsdienstes: Das Werk ist zitierfähig The book reviews and interprets the existing research about the development of children with visual impairments. It concludes that many of the typical developmental difficulties are not a necessary result of the impairment of vision, but rather are a result of the altered expectations that parents and professionals have for these children.
Cognitive focus: Developing cognition, concepts, and language in young blind and visually impaired children.
  • K M Finello
  • N H Hanson
  • L S Kekelis
Communication skills for visually impaired learners
  • R K Harley
  • M B Truan
  • L D Sanford
Growing into literacy.
  • A J Koenig
Teaching literacy skills to children with low vision.
  • A J Koenig
  • E J Rex
Psychological considerations.
  • B Lowenfeld
Concept development for visually handi-capped children
  • W T Lyndon
  • M L Mcgraw
Using an experience story approach to teach beginning braille reading
  • O F Morris
Foundations of braille literacy
  • E J Rex
  • A J Koenig
  • D P Wormsley
  • R L Baker
Guidelines and games for teaching efficient braille reading
  • M R Olson