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JVIB: Journal of Visual Impairment and Blindness


Año 2007. Número 101 (9)

Social Skills: Social Skills Intervention for a Child Who Is Blind
Marie Celeste pp 521-533
This study evaluated the effectiveness of a social skills intervention plan for a preschool child who is blind and has no additional disabilities. After the plan was implemented, the child demonstrated an increased frequency and range of play behaviors and social interactions
Braille: Analysis of Phonemes, Graphemes, Onset-Rimes, and Words with Braille-Learning Children--print edition
Shauna Crawford and Robert T. Elliott pp 534-544
This study evaluated the effectiveness of a social skills intervention plan for a preschool child who is blind and has no additional disabilities. After the plan was implemented, the child demonstrated an increased frequency and range of play behaviors and social interactions
Dual Media: Coping Strategies in Reading: Multi-readers in the Norwegian General Education System
Astrid Kristin Vik and Kerstin Fellenius pp 545-556
Six primary school-aged braille students were taught to name 4 to 10 braille letters as phonemes and another 4 to 10 braille letters as graphemes (Study 1). They were then taught to name 10 braille words as onset-rimes and another 10 braille words as whole words (Study 2). Instruction in phonemes and onset rimes resulted in fewer trials and a higher percentage of correct responses
Testing: A Three-Dimensional Haptic Matrix Test of Nonverbal Reasoning
Joseph C. Miller; Gemma D. Skillman; Joanne M. Benedetto; Ann M. Holtz; Carrie L. Nassif and Anh D. Weber pp 557-570
This study investigated the coping strategies of 11 students for whom multiple reading media were recommended (multi-readers are those who combine braille, print, and auditory reading functionally at school and in leisure activities). These students were in Grades 5-10 in mainstream schools in Norway. Four students were identified as multi-readers. The dominant coping strategy for the students was auditory reading
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