The Phonological-Awareness Skills of Children who are Blind

Gail T. Gillon · Audrey A. Young

51 citations0/0 files storedJournal of Visual Impairment & Blindness

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Reading and Literacy Development Ophthalmology and Visual Impairment Studies Tactile and Sensory Interactions

Abstract

The phonological-awareness skills of 19 New Zealand children who are blind and were using braille as their reading medium were compared to those of a reading-age-matched control group of sighted children who were three years younger. Children who had difficulty reading braille were delayed in their development of phonological awareness, demonstrating strengths and weaknesses that were similar to those of the younger sighted children.

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References

1987The nature of phonological processing and its causal role in the acquisition of reading skills.1990Beginning to read: thinking and learning about print 1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.1998Language and Reading Disabilities 2000The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment 1977Alternative Conceptualizations of Dyslexia: Evidence in Support of a Verbal-Deficit Hypothesis 1993On the interaction between phonological awareness and reading acquisition: It’s a two-way Street 2000The effect of Braille orthography on blind children’s phonological awareness

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2006Developmental Stages of Reading Processes in Children who are Blind and Sighted 2012Parallel versus sequential processing in print and braille reading 2006Braille Literacy Skills: An Analysis of the Concept of Spelling

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