The Effects of Braille in

Literacy
Hannah Silva
Franciscan University of Steubenville
 Introduction
● Students with visual impairments take
different steps in their journey to literacy than
typical children.
● The classical Braille method is shown to be
effective, but higher results are shown when
using updated methods.
● Herzburg, Rosenblum, and Robbins (2017)
observe that new methods of instruction
boosts student confidence.
 What are the Effects of Different Braille
Strategies in Students with Visual Impairment?

Does technology help?

Is Braille still “in”?
What do students respond best to?
 Literature Review
Braille is an effective form of teaching literacy, but other methods of teaching
students with visual impairment build more confidence and are exciting to the
student.

Wanting to read is the first step to becoming a fluent and successful reader.
 Methodology
Most of the research came from peer reviewed
case studies.
I also conducted my own study to discover
Braille’s efficacy in students.
This information was compared to the findings in
the case studies.
 Data Collection

Data was collected through an

online survey.

The participants each filled out

the survey.

The data was then collected and

synthesized.
Research Participants:

This case study included 9 teachers from both

Special Education and General Education
classrooms.

These teachers represented North Carolina,

Virginia, and New York.
 Findings: What Effects Does Braille Have?

The research I conducted

reported that 12% of students
enjoyed using Braille and felt
empowered while using it…

But 88% DID NOT.

Findings: What Effects Do Other Forms of
Instruction Have?
New and improved tools for literacy
instruction, such as Digital Talking
Books, have much better effects
than traditional Braille.

According to the study that I

performed, 78% of students have
more positive results using
technological advances.
 Findings: What Effects Do Other Forms of
Instruction Have?

Even simple methods like reading aloud

positively affects 89% of students.
 Implications For
Future Educators

There are so many new and

novel ways to promote literacy
in students with visual
impairment!
 Literacy makes the world go
Conclusion
‘round!

Teachers can make learning

more accessible to each and
every student, according to
their specific needs.
References:
Herzberg, T. S., Rosenblum, L. P., Robbins, M. E. (2017). Teachers’ experiences with literacy
instruction for dual- media students who use print and braille. Journal of Visual Impairment & Blindness, 1 (2017), 49-59.

Kamei-Hannan, C., Sacks, S. Z. (2012). Parents’ perspectives on braille literacy: Results from
the ABC braille study. Journal of Visual Impairment & Blindness, (4) 2012, 212-23.

Saviano, M.E., Lloyd, B.P., Hatton, D.B. (2017). Efficacy of using vocabulary flashcards in
braille. Research Reports, 5(6), 277-84.

Bickford, J. O., Falco, R.A., (2012). Technology for early braille literacy: Comparison of
traditional braille instruction and instruction with an electronic note taker. CEU Article,
10(11), 679-93.

Wang, Y., Al-Said, S.K.Q. (2014). Defining literacy for individuals who are blind or with visual
impairments: A qualitative study of stakeholders. Journal of Ethnographic and
Qualitative Research, 8(1935), 99-112.

McKenzie, A. R. (2009). Emergent literacy supports for students who are deaf-blind or have
visual and multiple impairments: A multiple-case study. Journal of Visual Impairment & Blindness, (5) 2006, 291-302.