Rachel Anne Schles, M.Ed. AER International Conference Bellevue, Washington

At the Tips of Your Fingers:Practical Methods for Teaching Independent Hand Patterns to

Increase Braille Reading Rates

Rachel Anne Schles, M.Ed.

AER International Conference

Bellevue, Washington

July 21, 2012

Rachel Anne Schles 2

Introduction

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Curriculum and research completed for my master’s project at Vanderbilt University Received feedback from active TVIs and Ph.D.s Based on current literature

IRB approval at Vanderbilt to implement research Looking for TVIs interested in implementing the

curriculum


Why Discuss Braille Reading?

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Oral reading rates for students who read braille are typically 1.5-3.5 times slower than their sighted peers.

Grade

Words Per Minute

Johns’ (2008) median ranges for the 50%

percentile

ABC Braille Study

1st 7-50 30

2nd 50-89 45

3rd 72-107 51

4th 94-124 50


Why do you think reading rate is important?

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Consider: Long-term employment implications Educational implications Social implications


Research on the Use of Hands and Fingers in Braille Reading

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In spite of over 110 years of research, little is known about the relationship between the use of the hands and fingers, fluency, and comprehension for individuals (children and adults) who read braille.

Research does suggest that the most proficient (fastest) braille readers use two hands to read (Eastman, 1942; Kusajima, 1974; Lowenfeld, Abel, & Hatlen, 1968; Mousty and Bertelson, 1985; Wormsley, 1996; Wright, Wormsley, & Kamei-Hannan,

2009).


Additional Research to Consider

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Neurological and developmental research suggests teaching complex, coordinated hand movements to children before the corpus callosum reaches full maturity (10-11 years old) supports brain development Creates more intricate neuro-pathways as the brain

develops (Elbert, Pantev, Wienbruch, Rockstroh, & Taub, 1995; Johansson, 2002; Schlaug, Jancke, Huang, Staiger, & Steinmetz, 1995)

Consideration of individual learning differences are key


Overview of Hand Patterns for Braille Reading

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One Handed:

Right-only Left-only Left marks

Two Handed:

Dependent:• Parallel

Independent:• Split Pattern• Scissor Pattern


Split Pattern

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Left Hand Reading

Left Hand Returning

Right Hand Reading

Right Hand Returning

Both hands in tandem until near the end of the line, when the left hand returns to find the next line while the right finishes reading. The right hand then returns to meet the left at the margin, and both hands read together again. (Wormsley, 1981, p. 327)


Scissor Pattern

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Left Hand Reading

Left Hand Returning

Right Hand Reading

Right Hand Returning

Each hand independently: the left hand reads from the beginning of the line to approximately the middle; the right hand then takes over the reading process while the left locates the next line. In other words, the hands meet in the middle of each line and then separate, alternating the reading process. (Wormsley, 1981, p. 327)


How Do We Teach Hand Patterns?

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Existing research focuses on current practices of braille readers

Only study to teach a pattern (Wormsley, 1981) taught scissor pattern, but students only practiced the movements, not while reading no statistically significant results

Mangold’s Developmental Curriculum mentions independent hand patterns but does not discuss how to teach them


The Hand Pattern Toolbox

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Have beginning braille students start with parallel pattern

Introduce independent hand patterns as early as possible Don’t pressure students to master them

Probe students’ readiness for formal instruction in independent patterns Note: individual differences in learners

Different reading tasks may require different hand pattern skills i.e. Left marks pattern for tables or charts


Curriculum Overview

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Initial Assessment Procedures Reading rate, knowledge of braille, interests

Instruction in Spilt Pattern and Scissor Pattern 7 lessons for each pattern:

1. Introduction

2. Modeling and guided practice

3. Guided and independent practice

4. Practice on grade level materials

5. Read-along practice at different rates

6. Silent reading practice

7. Fluency practice

Ongoing Assessment Procedures Weekly probes and student self-monitoring


Alignment with Common Core Standards, Grade 5

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English Language Arts (Fluency) RF.5.4 Read with sufficient accuracy and fluency to

support comprehension Writing (Text Types and Purposes)

W.5.2. Write opinion pieces on topics or texts, supporting a point of view with reasons and information

Math 5.G.1. and 5.G.2. (Graphing points in the first quadrant of a

x-y axes)


Alignment with Common Core Standards, Grades 9-10

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Reading: Literature and Information Texts RL.9-10.10 By the end of grade 9, read and comprehend

literary nonfiction in the grades 9-10 text band proficiently, with scaffolding as needed at the high end of the range.

Writing W.9-10.1 Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence

Science & Technical Subjects (Integration of Knowledge and Ideas) RST.9-10.7. Translate quantitative or technical information

expressed in words in a text into visual form (e.g. a table or chart) and translate information expressed visually or mathematically (e.g. in an equation) into words


Initial Assessment Procedures

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Knowledge of the braille code Observation of current hand patterns Reading grade level and comprehension Braille miscues Words per minute (preferred reading rate & fast

reading rate) Student interview


Student Interview

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Objective is to determine students’ views on their braille reading skills as well as reading materials to be used.

Include questions such as: “How do you usually move your hands when you read

braille? Can you show me?” “Do you know any other ways you can move your hands

to read braille? Can you show me?” “Since you’ll be doing a lot of reading when we’re

together I’d like to pick out some books you’d like to read, do you have any favorite books or topics you like to read about?”


I have a bunch of data, now what?

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Assess students’ performance using rubric (baseline data point)

Select highly engaging reading materials Learning a new motor skill which goes against a motor

pattern we already know is hard, make it as fun as possible!

Review current average reading rates Set short and long term goals for increased reading rate

Prepare data collection tools Organize data filing system (electronic or paper), prepare

long-term tracking method (e.g. spreadsheet), and make sure you have space to securely store data


Split Rubric

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Component 4 3 2 1

Left and right hands read together for 50-75% of the

line of text

Completed movement on 9-10

lines


lines


lines


lines

Left had locates the beginning of the next line

while right hand completes the line of text


lines


lines


lines


lines

After finishing reading the line of text, the right hand

meets the left at the beginning of the next line


lines


lines


lines


lines

Four fingers on the right hand are engaged in

reading braille


lines


lines


lines


lines

Four fingers on the left hand are engaged in

reading braille


lines


lines


lines


lines

Fluency of hand movements: Hands

moved smoothly during transitions between lines


lines


lines


lines


lines

Component Score: /24


Split Rubric, cont.

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Words per minute (WPM) probe: Component Score: /2

Today’s reading rate: WPM Scoring Guide for WPM:

0: reading rate is below goal

1: reading rate is equal to goal

Current goal: WPM 2: reading rate exceeds goal

Comprehension‡:

Today’s comprehension score: Baseline comprehension score:

Observations of hand movements while reading:

Total Score: /26‡

‡ Note: Comprehension is qualitatively measured and is therefore not included with the quantitative measures or score on the rubric.


Scissor Rubric

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Component Score: /32

Component 4 3 2 1

Left hand only reads the left side of the page, only crossing midline to finish reading a word

Completed movement on 9-10 lines



lines


Left hand locates the beginning of the next line after reading to

the middle of the page




lines


Left and right hands touch briefly in the middle of the page




lines


Right hand only reads the right side of the page *




lines


Right hand locates the middle of the next line after reading to

the end of the current line




lines


Four fingers on the right hand are engaged in reading braille




lines


Four fingers on the left hand are engaged in reading braille




lines


Fluency of hand movements: Hands are continuously moving

together or apart when reading**




lines



Scissor Rubric, cont.

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Words per minute (WPM) probe: Component Score: /2

Today’s reading rate: WPM Scoring Guide for WPM:

0: reading rate is below goal

1: reading rate is equal to goal

Current goal: WPM 2: reading rate exceeds goal

Comprehension‡:

Today’s comprehension score: Baseline comprehension score:

Observations of hand movements while reading:

Total Score: /34‡

‡ Note: Comprehension is qualitatively measured and is therefore not included with the quantitative measures or score on the rubric.


Materials

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Prior to starting the unit prepare: Vocabulary flashcards Worksheets 1 and 2 Daily data collection sheets Student’s tactile graph for charting progress

Screen board with crayon or embossed sheet with tactile stickers

Obtain written permission to video record weekly probes for easier data collection


Vocabulary Flashcards

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Define any word they are unfamiliar with, but don’t give too detailed of a description, e.g.:

Hand pattern: how you move your hands when you read braille

Parallel pattern: when your hands move together the whole time you read

Split pattern: When your hands move together for most of the line and then split apart

Scissor pattern: When your hands move separately the entire time you read


Instructional Progression

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7 lessons for each pattern:1. Introduction

2. Modeling and guided practice

3. Guided and independent practice

4. Practice on grade level materials

5. Read-along at different rates

6. Silent reading practice

7. Fluency practice


Lesson Routine

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Capture students’ attention/activate prior knowledge (Conduct probe once a week) Instruct with modeling/guided practice/independent

practice as appropriate Use last few minutes of reading for lesson assessment

Review/Closure: have students reflect and write about their experience, provide writing prompt if students struggled with an activity


Keep in Mind

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Breaks are important! Each lesson will most likely be repeated, having an

established routine is great, but give students choices as much as possible

Encourage students to practice, and if appropriate, establish rewards system prior to beginning the unit


Lesson 1: Introduction to Independent Hand Patterns

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Objective: At the end of the lesson, Melissa will give two reasons for increasing her reading rate, develop a goal to increase her reading rate, and complete two worksheets with 80% accuracy.

Unique Lesson Activities Introduce vocabulary terms with flashcards Worksheets 1 and 2 Goal setting and self-monitoring graph


Worksheet 1

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Starting with the left hand in the left corner, and the right hand in the right corner, smoothly move hands together and apart, always in opposite directions


Worksheet 1, Double Spaced

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Worksheet 1, Single Spaced

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Worksheet 2

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Note: Worksheet 2 is double spaced rows of dots 2-5.

Split Pattern:Using a thin string to mark about 2/3 across the page so that students can learn to identify where their hands will be splitting

Scissor Pattern:Mark the middle of the page with the string, having students practice identifying the middle of the page where their hands will be meeting


Goal Setting

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Have a conversation with students’ regarding their reading rates and average reading rates for their grade Consider bringing in a peer also needing to increase

reading rate so they can work on goals together Have students set their own long and short term

goals Important for student’s self-efficacy that they set their

own goals and learn to adjust accordingly if their first plan does not work


Students’ Self-Monitoring

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Using a tactile graph students chart their own progress

Gives tangible representation to abstract concepts of reading rate

Builds tactile graphicacy skills, important in several areas of the general curriculum

* Consider having goal setting & self-monitoring as a separate lesson between lessons 1 and 2


Lesson 2: Modeling and Guided Practice Using High Interest Reading Materials

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Objective: At the end of the lesson, Melissa will accurately complete the pattern 75% of the time and when prompted, explain the steps of the pattern with 75-80% accuracy.

Unique Lesson Activities Use double spaced high interest reading materials to

start the lesson Transition to single spaced text when students can

complete pattern with about 75%


Lesson 3: Guided and Independent PracticeUsing High Interest Reading Materials

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Objective: By the end of the lesson, Melissa will accurately perform the pattern with 90% accuracy and when prompted, explain the steps of the pattern with 100% accuracy.

Unique Lesson Activities Use double or single spaced text to start the lesson Transition to single spaced text before independent

practice Independent practice using single spaced text


Lesson 4: Practice of Pattern on Grade Level Materials

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Objective: By the end of the lesson, Melissa will accurately perform the pattern 95% of the time while reading and when prompted, explain the steps of the pattern with 100% accuracy.

Unique Lesson Activities Allow students to select materials, even if it’s

something they have read recently Encourage short breaks to reduce frustration

Important to build stamina


Lesson 5: Read-Along Practice at Different Rates

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Objective: Melissa will accurately perform the pattern 95% of the time while reading along with an audio recording at five different speeds, and when prompted, explain the steps of the pattern with 100% accuracy.

Notes: Students may struggle with reading along more than oral

reading because they are not setting their own pace Students’ reflection an important part of this lesson and

may be used as a talking point if the lesson is repeated


Lesson 5 Data Collection

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For each reading speed, did students maintain the correct wpm/reading speed and comprehension while preforming the pattern with 95% accuracy?

Reading Pace WPM/RateDid Student

Maintain Rate?

ComprehensionAccuracy of

Hand Pattern

Very Slow

Slow

Average rate

Fast

Much faster


Lesson 6: Silent Reading Practice

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Objective: Melissa will accurately perform the pattern 95% of the time while reading silently while maintaining or increasing her comprehension, and when prompted, explain the steps of the pattern with 100% accuracy.

Unique Lesson Activities Students read silently during this lesson

Comprehension probes are important to determine if they are reading

For older students reading rates should be faster than oral reading rates

As much as possible allow for extended periods of silent reading to build stamina


Lesson 7: Fluency and Continued Practice

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Objective: Melissa will perform the pattern with 95% accuracy at least 15% faster than her last reading rate probe while maintaining the same, or increased, comprehension scores.

Unique Lesson Activities: May vary oral and silent reading practice This lesson should be repeated as needed once the

pattern has been mastered


Ongoing (Weekly) Data Collection

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Conduct weekly probes using the rubrics: Observation of hand movements Words per minute Reading and braille miscues Reading comprehension

*Be sure to be consistent so that each week your data is measuring the same thing, e.g.:

All oral reading, not silent Same grade level materials (this may mean probing using a

different level of materials that you instructed on that week) Consistent comprehension questions Consistent length of passage


Sample Weekly Probe Data

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Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

0

5

10

15

20

25

30

35

Sample data based on Scissor Pattern Rubric (out of 34 possible points)


Split to Scissor Transition

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Don’t forget your hand pattern toolbox! Once split pattern is mastered, continue to provide

opportunities for students to explore scissor pattern Consider formal instruction in scissor pattern when:

Can consistently move their hands independent of one another

Have equal tactile sensitivity in each hand to read braille clearly


Questions/Comments?

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Questions?

Thank you for attending!

For more information about the curriculum or if you are interested in piloting the curriculum please contact me at: [email protected]


References

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Eastman, P. F. (1942). An analytic study of braille reading. (Unpublished doctoral dissertation). University of Texas at Austin, Austin, Texas.

Elbert, T., Pantev, C., Wienbruch, C., Rockstroh, B., & Taub, E. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270, 305-307.

Johansson, B. (2002). Music, age, performance, and excellence: A neuroscientific approach. Psychomusicology, 18, 46-58.

Kusajima, T. (1974). Visual reading and braille reading: An experimental investigation of the physiology and psychology of visual and tactual reading. New York, NY: American Foundation for the Blind.

Lowenfeld, B., Abel, G. L., & Hatlen, P. (1969). Blind children learn to read. Springfield, Illinois: Charles C. Thomas.

Mommers, M. J. C. (1980). Braille reading: Effects of different hand and finger usage. Journal of Visual Impairment and Blindness, 74, 338-343.


References

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Mousty, P., & Bertelson, P. (1985). A study of braille reading 1: Reading speed as a function of hand usage and context. The Quarterly Journal of Experimental Psychology, 37A, 217-233.

Schlaug, G., Jancke, L., Huang, Y., Staiger, J., & Steinmetz, H. (1995). Increased corpus callosum size in musicians. Neuropsychologia, 33, 1047-1055.

Wormsley, D. P. (1996). Reading rates of young braille-reading children. Journal of Visual Impairment and Blindness, 90, 278-282.

Wormsley, D. P. (1981). Hand movement training in braille reading. Journal of Visual Impairment and Blindness, 75, 327-331.

Wright, T., Wormsley, D. P., & Kamei-Hannan, C. (2009). Hand movements and braille reading efficiency: Data from the Alphabetic Braille and Contracted Braille Study. Journal of Visual Impairment and Blindness, 103, 649-661.

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Rachel Anne Schles, M.Ed. AER International Conference Bellevue, Washington