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Enhancing Braille Reading: Spatial Orientation Strategies

Understanding the impact of proper spatial orientation on Braille reading efficiency and accuracy. Research findings on canonical vs. non-canonical rotations, effects on performance, and implications for practice. Key considerations for beginner and experienced Braille readers. Case studies illustrating the importance of orientation.

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Enhancing Braille Reading: Spatial Orientation Strategies

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  1. Reading Braille and Spatial Orientation: Proper Orientation to the Braille Page • Joel Lawson • SPE 520

  2. Reading Braille and Spatial Orientation: Proper Orientation to the Braille Page • Relevance of the Topic • A specific challenge in learning Braille is appropriate spatial orientation to the Braille page by the Braille reader. • Proper spatial orientation enables Braille readers to read Braille characters across the page from left to right. • A necessary spatial orientation issue relates to rotation of the Braille page (Heller, 1992; Millar, 1997) • There are two general orientations to rotation • Canonical: horizontal or non-rotated Braille page • Non-canonical: rotated Braille page (e.g., 45 degrees) • Rotating Braille may confuse the reader causing misinterpretation of letters and words due to misaligned finger or hand orientation to the Braille (Ungar, Blades & Spencer, 1998)

  3. Related Research • Early research indicated that orientation to the Braille page had a large effect on Braille recognition (Heller, 1985; 1987; 1989; 1992) • This research describes the performance of students who were blind: • lower when the Braille page was tilted • persons who are congenitally blind had a slightly lower performance than those persons who are adventitiously blind • Persons who are adventitiously blind may have clearer visual imagery that is necessary for mental rotation in compensating for the slant

  4. Related Research continued • More current research presented slightly different results • Heller, Morton, Jeffrey, Green, and de Lima (1999) examined the performance of three groups (persons who are sighted, congenitally blind, and adventitiously blind) in reading non-rotated Braille letters and rotated Braille letters at 180 degree rotation. • All participants performed worse on the 180 degree rotated Braille • Persons that are sighted (n = 9) had more difficulty with the rotation than the two blind groups (n = 18) • These findings contradict earlier studies that suggested that visual experience is necessary for mental rotation (Heller, 1992) • Authors concluded that the effect of orientation is influenced by practice and experience (Heller, 1992; 1993) • Canonical orientation (non-rotated) is very important when children first learn Braille.

  5. Related Research continued • Ungar, Blades, and Spencer (1998) researched the effects of rotated Braille letters and words on the speed and accuracy of visually impaired (n =12) • More errors of recognition and speed occurred when Braille letters were rotated at 45 and 90 degrees • The same rotations did not affect performance on sets of words in lines • More advanced Braille readers were less affected by rotations because the authors concluded that they had learned to use external reference frameworks in coding Braille. • This study produced results similar to an earlier analysis by Heller (1992)

  6. Application of Research to Practice • Braille should be presented horizontally, especially with new Braille readers (Heller et al., 1999) • Consider possible differences between congenital and adventitiously blind readers (Heller, 1992) • If rotated Braille is used, Braille letters tend to present more problems than words in line (Unger et al., 1998) • Experienced Braille readers tend to develop tactics for recognizing and adjusting to rotated Braille when a context is provided, such as words in line or symbols on a map (Unger et al., 1998).

  7. Case Study • John • Maria

  8. Other Considerations • Beginner vs. Experience Braille reader • Preschool vs. Adolescent • Congenital vs. Adventitious

  9. References • Heller, M. A. (1985). Tactual perception of embossed Morse code and braille: The alliance of vision and touch. Perception, 14, 563-570. • Heller, M. A. (1987). The effect of orientation on visual and tactual braille recognition. Perception, 16, 291-298. • Heller, M. A. (1989). Tactile memory in sighted and blind observers: The • influence of orientation and rate of presentation. Perception, 18, 121-133. • Heller, M. A. (1992). The effect of orientation on tactual braille recognition: Optimal "touching positions." Perception & Psychophysics, 51, 549-556. • Heller, M. A. (1993). Influence of visual guidance on braille recognition: Low lighting also helps touch. Perception & Psychophysics, 54, 675-681.

  10. References continued • Heller, M. A., Calcaterra, J. A. . Green, S., & de Lima, F. J. (1999). The effect of orientation on Braille recognition in persons who are sighted and blind. Journal of Visual Impairment & Blindness, 93, 416-419. • Millar, S. (1997). Reading by touch. London: Routledge. • Ungar, S., Blades, M., & Spencer, C. (1998). Effects of orientation on braille reading by people who are visually impaired. Journal of Visual Impairment & Blindness, 92, 454-463.

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