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The relationship of reading medium t...

Ryles, Ruby Nell.

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The relationship of reading medium to the literacy skills of high school students who are visually impaired.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of reading medium to the literacy skills of high school students who are visually impaired./
作者:	Ryles, Ruby Nell.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1997,
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4616.
Contained By:	Dissertation Abstracts International58-12A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9819296
ISBN:	9780591708233

The relationship of reading medium to the literacy skills of high school students who are visually impaired.
Ryles, Ruby Nell.

The relationship of reading medium to the literacy skills of high school students who are visually impaired. - Ann Arbor : ProQuest Dissertations & Theses, 1997 - 157 p.

Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4616.

Thesis (Ph.D.)--University of Washington, 1997.

The purpose of this study was to examine the relationships that may exist between prior braille reading experience and the ability to read among legally blind high school students.

ISBN: 9780591708233Subjects--Topical Terms:

516693
Special education.

The relationship of reading medium to the literacy skills of high school students who are visually impaired.
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500 $a Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4616.
500 $a Chairperson: Sheila Lowenbraun.
502 $a Thesis (Ph.D.)--University of Washington, 1997.
520 $a The purpose of this study was to examine the relationships that may exist between prior braille reading experience and the ability to read among legally blind high school students.
520 $a Forty-five legally blind 9$\sp{\rm th}$, 10$\sp{\rm th}$, 11$\sp{\rm th}$, and 12$\sp{\rm th}$, grade subjects and 15 sighted peers were administered seven subtests of reading achievement from the Stanford and the Woodcock Johnson R Achievement Tests to assess measures of reading ability. To evaluate writing ability, twelve high school English teachers from three high schools scored the essays. Subjects were also interviewed to ascertain current reading habits.
520 $a The results of data collected revealed that on the seven reading ability tests, no significant differences were found between the means of the scores of the sighted comparison group and the group of students who received frequent, consistent braille instruction in the first three grades of elementary school. The mean scores from both the early braille and the comparison sighted groups were consistently higher on reading tests than the mean scores of both the infrequent and the no braille groups.
520 $a In all areas of the essays (spelling, content, sentence construction, organization of ideas and total essay), the early braille group scored significantly higher than the infrequent and no braille groups. Early braille students' spelling scores on the Woodcock Johnson Proofing and Dictation tests showed no significant difference from the scores of sighted students, but were significantly higher than the infrequent and no braille groups. Interviews with the subjects indicated the early braille group members reported a stronger preference for leisure reading than did the infrequent braille group and the no braille group.
520 $a In this study, the legally blind students who received regular, frequent instruction in braille in the first three grades of elementary school demonstrated literacy skills superior to those of legally blind students who read print and/or students who received infrequent or later instruction in reading braille and equivalent to those of their sighted peers.
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