Research
Below are posts related to research.
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Blind Children's Representations of Complex Scenes in a NarrativeA study to determine how blind children conceptually represent the temporal and spatial relationships
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Assessing Writing Software Tools for People with Vision Impairment, Learning Disability, and/or Low LiteracyResearch study evaluating five writing software tools designed for people with learning disabilities to determine their accessibility by & usefulness for people with visual impairment and low literacy
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Toward Positive Literacy Outcomes for Students with Significant Developmental DisabilitiesStudy of literacy outcomes for students with significant multiple disabilities
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The Role of the TVI in Literacy Instruction for Students who are DeafblindThis article presents the major roles of the TVI in the instruction literacy skills with students who are deafblind.
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The NCDB Outcomes and Performance Indicators: LiteracyLiterature review looking at emergent literacy and students with significant multiple disabilities or deafblindness
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Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students who are Blind and Have Additional DisabilitiesThis article describes an unconventional method to teach uncontracted braille reading and writing skills to students who are blind and have additional disabilities.
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Low Vision Meta-AnalysisExamination of the research evidence on low vision stimulation, development, and devices.
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Low Vision Affects the Reading Process Quantitatively But Not QualitativelyComparison of the reading behavior of students with low vision to that of two groups of students with normal vision.
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Literacy Skills of Children with Low VisionThis study examines the literacy performance and development of children with low vision andlooks at the extent to which the performance of children with low vision differs from their sighted peers
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Literacy and Australians with Low VisionThis paper presents research and reflections on literacy and low vision.
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Framework for Developing Evidence-Based Early Literacy Learning PracticesThis paper includes a description of a framework for synthesizing research evidence on early literacy learning and using this information for developing evidence-based early literacy learning practice
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Expanding Understanding of Emergent Literacy: Empirical Support for a New FrameworkEmergent literacy in young children with visual impairments is examined using a conceptual framework using data from a field study of preschool classes for children with visual impairments.
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The Effect of Consistent Structured Reading Instruction on High and Low Literacy Achievement in Young Children Who Are BlindResearch on the effect of consistent structured reading instruction on high and low literacy achievement in young children who are blind
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Developing Early Literacy: Report of the National Early Literacy PanelImplications of instructional practices used with children & addresses issues of instructional practices for young children so that parents & teachers can better support emerging literacy skills
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Literacy for Students with Low Vision: A Framework for Delivering InstructionThis study identified the levels of direct and consultative instructional services needed for teaching literacy skills to students with low vision.
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Could Specific Braille Reading Difficulties Result from Developmental Dyslexia?This article reviews the data on problems with braille reading and interprets them from the framework of the temporal–processing deficit theory of developmental dyslexia.
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A Survey on Literacy Instruction for Students with Multiple DisabilitiesThis survey looks at literacy instruction with students with visual impairments and multiple disabilities.
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Tactile and Object Exploration Among Young Children with Visual ImpairmentsThis study examines the relationship between the exploration of tactile and objects with braille readiness with young children who are blind or visually impaired.
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Increasing Comprehension of Students with Significant Intellectual Disabilities and Visual Impairments during Shared StoriesResearch study on listening comprehension during shared stories for two students with significant intellectual disabilities and visual impairments
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Standards-based Instructional Strategies for English Language Learners with DisabilitiesResearch study on state standards for English Language Learners with disabilities
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