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Graphicacy : Communicating Through Reading and Writing Graphics

Graphicacy : Communicating Through Reading and Writing Graphics. Virginia AER. Presented by Lucia Hasty, MA Braille Authority of North America Tactile Graphics Committee Chair March 3, 2010. Importance. How it relates to literacy When to start teaching graphicacy.

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Graphicacy : Communicating Through Reading and Writing Graphics

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  1. Graphicacy: CommunicatingThroughReading and Writing Graphics

  2. Virginia AER Presented by Lucia Hasty, MA Braille Authority of North America Tactile Graphics Committee Chair March 3, 2010

  3. Importance • How it relates to literacy • When to start teaching graphicacy

  4. When Introducing TGs … • recognize the developmental level of reader • verify reader’s grasp of basic concepts • assess experience in interpreting symbolic representation

  5. EXPERIENCE makes the greatest impacton success of reading a TG

  6. BEGINNING CONCEPTS

  7. As one- to two-year olds begin to navigate the environment (climb, scoot, roll, walk) • receptive language begins to build • understanding of orientation to self and to environmentdevelops

  8. Concepts that accompany • up/down • beside/next to • above/below • behind/in front • over/under/on top of • in/out

  9. Two-to three- year olds venture further into the environment, increase interaction with it, and develop constancy in space and spatial memory.

  10. New concepts: • hidden, has memory that object was there • basic cause and effect • name of familiar objects • same and different

  11. Behaviors and Activities • enjoys matching activities • begins to name things • loves to be read to • begins to pretend • expressive language development • enjoys manipulating objects with purpose (pushes block around and pretends it is a boat)

  12. Tactual perceptual skills • tracking • discrimination among similar symbols • comparison

  13. Awareness of different views of an object • aerial (bird's eye) • cross section • frontal view • 3-D view

  14. Position in space • overlapping • crossing • intersecting • perpendicular • parallel • perspective and distance • imaginary lines used in 3-D drawing

  15. A system for scanning the graphic • strategy for exploring the graphic • systematic searching • consistent pattern for exploring • reference point • to determine progress in exploring • verification of details listed in key

  16. HOW DO THEY DO IT? ????? ????? ????? ????? Lucia Hasty 1/2010

  17. How many fingers? Reading braille text is usually done primarily with one finger of one hand, with the other fingers providing support. Effective graphic reading requires both hands and all fingers. Developing a consistent system of exploring a graphic is essential. Lucia Hasty 1/2010

  18. Recognizing the graphic's separate components bodykey and legendslabelsheadingsother written informationinterpretation of areas, lines and point symbols

  19. Resources American Printing House for the Blind Tactile Treasures Teaching Touch On the Way to Literacy Series Moving Ahead Series Setting the Stage for Understanding

  20. Creative Adaptation for Learning and National Braille Press • Let’s Learn Shapes with Shapely CAL • Humpty Dumpty and Other Touching Rhymes • Book Bag Project Hungry Fingers

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