TY - JOUR
T1 - The effect of consistent structured reading instruction on high and low literacy achievement in young children who are blind
AU - Emerson, Robert Wall
AU - Sitar, Debbie
AU - Erin, Jane N.
AU - Wormsley, Diane P.
AU - Herlich, Stephanie Leigh
PY - 2009
Y1 - 2009
N2 - The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some differences between the groups were seen on measures of social interactions, the introduction of contractions, and time spent with paraeducators, but the most demonstrated difference was the provision of consistent structured reading instruction.
AB - The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some differences between the groups were seen on measures of social interactions, the introduction of contractions, and time spent with paraeducators, but the most demonstrated difference was the provision of consistent structured reading instruction.
UR - http://www.scopus.com/inward/record.url?scp=70349902199&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70349902199&partnerID=8YFLogxK
U2 - 10.1177/0145482x0910301004
DO - 10.1177/0145482x0910301004
M3 - Article
AN - SCOPUS:70349902199
SN - 0145-482X
VL - 103
SP - 595
EP - 609
JO - Journal of Visual Impairment and Blindness
JF - Journal of Visual Impairment and Blindness
IS - 10
ER -