The Impact of a Modified Repeated-Reading Strategy Paired with Optical Character Recognition on the Reading Rates of Students with Visual Impairments

Abstract

The repeated-reading strategy and optical character recognition were paired to demonstrate a functional relationship between the combined strategies and two factors: the reading rates of students with visual impairments and the students’ self-perceptions, or attitudes, toward reading. The results indicated that all five students increased their reading rates, and four students’ attitudes toward reading improved.

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