Developmental Stages of Reading Processes in Children who are Blind and Sighted

Abstract

This article compares the development of print and braille reading in children who are blind and sighted in relation to Chall's stage model of reading development. Chall's model includes a prereading period, in which concepts are developed; middle stages, in which skills that are necessary for decoding text are developed; and later stages, which distinguish skilled readers on the basis of their highly developed schemata and cognitive skills that are necessary for effective comprehension and integration. The relevance of a developmental theory for directing training methods that facilitate braille literacy instruction is discussed.

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