Using Repeated Reading To Improve Reading Fluency In Braille Readers With Visual Impairments

As the country pays more attention to the disabled group,the visually impaired are becoming more and more integrated in social and educational aspects.As one of the necessary tools for the visually impaired,especially the blind students to learn and read,Braille is of great significance to the development of the visually impaired students.Braille touch reading is a key part of Braille learning,Braille touch reading fluency is an effective index to measure the ability of Braille touch reading,it emphasizes the speed and accuracy in the process of Braille touch reading,emphasis on the rhythm of reading.Lack of Braille fluency may lead to a decline in interest in reading and affect the learning of other subjects and other negative effects.With the advancement of integrated education,higher requirements have been put forward for visually impaired students’ Braille touch reading ability.However,there are few studies on the specific cognitive processing of Braille touch reading and related intervention.The purpose of this study was to investigate the effect of repeated reading intervention on the fluency of braille groping among visually impaired students,and to investigate the speed,accuracy and prosody of braille groping.In this study,four visually impaired students,including two low vision students and two blind students,were selected as the intervention objects by using the single-subject study method of step-by-step standard.The whole study lasted for more than two months and was divided into three stages:baseline period,intervention period and maintenance period.The intervention period included four intervention criteria.After each intervention criterion was reached,a generalization test was conducted on the subjects,and a total of four generalization tests were conducted.After the study,the social validity was investigated by questionnaire and interview.During the intervention process,the experimental data were collected by means of recording,and finally the data were analyzed and sorted by means of visual analysis,C statistics and intervention effect size.The rereading intervention required the subjects to rereading the current Braille material before reaching a certain reading speed.The results of this study will be analyzed from two aspects:non-transfer effect and transfer effect.The non-transfer effect is to measure the fluency of Braille touch reading after repeated touch reading of the same reading material or when it reaches the standard set by the researcher.The transfer effect measures the ability of the subjects to touch and read the new reading material,that is,to test whether repeated reading can improve the fluency of the subjects to touch and read the new and different reading material.The results show that:(1)the repeat reading intervention has a certain transfer effect on the improvement of the Braille reading speed of visually impaired students in China,and the non-transfer effect is significant.In terms of transfer effect,all four subjects reached medium intervention level.In terms of non-transfer effect,all four subjects showed significant improvement.In terms of effect maintenance,both the transfer effect and the non-transfer effect were well maintained.(2)The repeated reading intervention method has a certain transfer effect on the improvement of the Braille reading accuracy of visually impaired students in China,but the non-transfer effect is significant.In terms of transfer effect,the improvement of subjects A and B was the most significant,and the improvement of subjects C and D was also small.In terms of non-transfer effect,all four subjects showed significant increase.The effects of the two interventions were maintained to a certain extent.(3)Repeated reading intervention has a moderate effect on the reading prosody of visually impaired students in China.In terms of transfer effect,the intervention effect of subject A and subject B was more prominent,while the intervention effect of subject C and subject D was less.In terms of non-transfer effect,all four subjects showed moderate or above intervention effect.(4)Repeated reading has good generalization effect and social effect on the fluency of Braille reading for visually impaired students.All four participants reported high satisfaction with the intervention.At the end of the study,the intervention effect and maintenance effect of repeated reading were analyzed and summarized,and on this basis,corresponding suggestions were put forward for classroom teaching and family education.