The effects of reading mode and braille reading patterns on braille reading speed and comprehension: A study of students with visual impairments in China

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73597274" target="_blank" >RIV/61989592:15410/19:73597274 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333177160" target="_blank" >https://obd.upol.cz/id_publ/333177160</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.ridd.2019.05.003" target="_blank" >10.1016/j.ridd.2019.05.003</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The effects of reading mode and braille reading patterns on braille reading speed and comprehension: A study of students with visual impairments in China

Popis výsledku v původním jazyce

The purpose of this study was to examine the effects of reading mode (oral and silent reading) and braille reading patterns (one-handed pattern, mark pattern, parallel pattern, cooperative pattern) on the reading speed and comprehension of students with visual impairments in China. Seventy-three students with visual impairments aged 10–19 years participated in the study; 48 were students with congenital visual impairments and 25 were students with adventitious visual impairments. The participants’ braille reading performance was assessed by the Chinese Reading Comprehension Test. Measurement indicators included reading speed (wpm) and reading comprehension. The results indicated that (1) Reading mode had a significant effect on both reading speed and reading comprehension. More specifically, although participants read faster in silent reading than in oral reading, they demonstrated better reading comprehension in oral reading than in silent reading. (2) There was a significant interaction effect between reading mode and braille reading patterns on reading speed. In particular, participants using cooperative and onehanded patterns read faster than other patterns in silent reading. This difference did not exist in the oral reading mode. (3) There was no difference between the measurement indicators of the students with congenital and adventitious visual impairments. Implications and recommendations are given based on the analyses.

Název v anglickém jazyce

The effects of reading mode and braille reading patterns on braille reading speed and comprehension: A study of students with visual impairments in China

Popis výsledku anglicky

The purpose of this study was to examine the effects of reading mode (oral and silent reading) and braille reading patterns (one-handed pattern, mark pattern, parallel pattern, cooperative pattern) on the reading speed and comprehension of students with visual impairments in China. Seventy-three students with visual impairments aged 10–19 years participated in the study; 48 were students with congenital visual impairments and 25 were students with adventitious visual impairments. The participants’ braille reading performance was assessed by the Chinese Reading Comprehension Test. Measurement indicators included reading speed (wpm) and reading comprehension. The results indicated that (1) Reading mode had a significant effect on both reading speed and reading comprehension. More specifically, although participants read faster in silent reading than in oral reading, they demonstrated better reading comprehension in oral reading than in silent reading. (2) There was a significant interaction effect between reading mode and braille reading patterns on reading speed. In particular, participants using cooperative and onehanded patterns read faster than other patterns in silent reading. This difference did not exist in the oral reading mode. (3) There was no difference between the measurement indicators of the students with congenital and adventitious visual impairments. Implications and recommendations are given based on the analyses.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

RESEARCH IN DEVELOPMENTAL DISABILITIES

ISSN

0891-4222

e-ISSN

—

Svazek periodika

91

Číslo periodika v rámci svazku

22 June 2019

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

7

Strana od-do

2-8

Kód UT WoS článku

000477692000003

EID výsledku v databázi Scopus

2-s2.0-85067618619