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Inspiring Literacy: using balanced, comprehensive reading and writing instruction within an inclusive environment to support braille-reading students
There are many little ways to enlarge your child's world. Love of books is the best of all Jacqueline Kennedy Onassis
More than at any other time, when I hold a beloved book in my hand my limitations fall from me, my spirit is free. Helen Keller
In social gatherings it is not unusual to hear someone say “I love to read,” and a discussion inevitably ensues that includes shared reading experiences and requests for book recommendations. These discussions often involve people from very diverse backgrounds with no limitations related to how the reader accesses the books (print, braille, hard copy book, electronic version). The declaration “I love to read” in these discussions reflects a love for story, curiosity about different life experiences, exploration of far-off lands, and playfulness within written language.
Somewhat related, but quite different, is a sentiment that is heard frequently from people who know braille, and that sentiment is often expressed as “I love braille,” which refers to a love for the usefulness, elegance, logic, and history of the six-dot cell. Love of braille is a reflection of respect for the way that braille represents English (and other languages). Love of braille also results in discussions among like-minded people about rules and characteristics of braille (favorite contractions could be discussed) and how braille was learned.
The difference between “I love to read” and “I love braille” is subtle but important when considering literacy instruction for young braille readers. Parents and teachers want children to develop foundational skills that support the acts of reading and writing braille and are also concerned with inspiring a love of reading.
The purpose of this paper is to discuss the importance of an approach to teaching braille reading and writing that provides a balance across complex instructional goals resulting in highly skilled readers and writers and also individuals who love, enjoy, and participate in literacy activities. While reading and writing skills provide a critical foundation for literacy, the way that these skills are fashioned into an individual love of reading and writing builds richness and power into the role literacy plays in the social, emotional, and employment aspects of students with visual impairments as they become adults. This paper will address the instructional needs and some strategies for developing reading and writing skills and a love of literacy. In order to be as specific as possible, an existing literacy program, Building on Patterns, will provide an example of a resource that assists educational teams address the instructional needs of young children to help them grow into mature readers and writers.
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By International Council on English BrailleThere are many little ways to enlarge your child's world. Love of books is the best of all Jacqueline Kennedy Onassis
More than at any other time, when I hold a beloved book in my hand my limitations fall from me, my spirit is free. Helen Keller
In social gatherings it is not unusual to hear someone say “I love to read,” and a discussion inevitably ensues that includes shared reading experiences and requests for book recommendations. These discussions often involve people from very diverse backgrounds with no limitations related to how the reader accesses the books (print, braille, hard copy book, electronic version). The declaration “I love to read” in these discussions reflects a love for story, curiosity about different life experiences, exploration of far-off lands, and playfulness within written language.
Somewhat related, but quite different, is a sentiment that is heard frequently from people who know braille, and that sentiment is often expressed as “I love braille,” which refers to a love for the usefulness, elegance, logic, and history of the six-dot cell. Love of braille is a reflection of respect for the way that braille represents English (and other languages). Love of braille also results in discussions among like-minded people about rules and characteristics of braille (favorite contractions could be discussed) and how braille was learned.
The difference between “I love to read” and “I love braille” is subtle but important when considering literacy instruction for young braille readers. Parents and teachers want children to develop foundational skills that support the acts of reading and writing braille and are also concerned with inspiring a love of reading.
The purpose of this paper is to discuss the importance of an approach to teaching braille reading and writing that provides a balance across complex instructional goals resulting in highly skilled readers and writers and also individuals who love, enjoy, and participate in literacy activities. While reading and writing skills provide a critical foundation for literacy, the way that these skills are fashioned into an individual love of reading and writing builds richness and power into the role literacy plays in the social, emotional, and employment aspects of students with visual impairments as they become adults. This paper will address the instructional needs and some strategies for developing reading and writing skills and a love of literacy. In order to be as specific as possible, an existing literacy program, Building on Patterns, will provide an example of a resource that assists educational teams address the instructional needs of young children to help them grow into mature readers and writers.