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Session 5:  Study Questions and Answers for Recommended Reading G:  McComiskey

McComiskey, A.V. (1996). The braille readiness skills grid: A guide to building a foundation for literacy. Journal of Visual Impairment & Blindness, 90(3), 190-193.

1. List four potential reasons why fun and enthusiasm are often removed from the literacy process for children with visual impairments, thereby decreasing their willingness to learn.

  • insufficient training of teachers in braille
  • negative attitude toward braille and braille readers
  • insufficient knowledge of the methodology of teaching braille
  • difficulty in finding enjoyable and motivating materials for young children
  • teachers’ insecurity regarding their knowledge of braille
  • general education teachers’ lack of understanding of braille readers in the classroom
  • parents’ insecurity about providing literacy experiences for their young children

2. What is the Braille Readiness Skills Grid and what is its purpose?

The Braille Readiness Skills Grid is a developmentally based, systematic approach to exposing young children to frequent experiences that will assist in building a foundation and enthusiasm for braille reading. The purposes of the grid are to increase the confidence of members of the early intervention team in choosing experiences that will facilitate emergent literacy in potential braille readers, to encourage parents and teachers to introduce infants and young children to early literacy experiences, and to develop confidence and enthusiasm for those teaching and using braille.

3. Identify one skill listed in each of the readiness domains (tactile, fine motor, listening and attention, concept, and book and story). For each skill, provide a brief description of how you could assist families in encouraging skill development through natural learning opportunities and daily routines for an infant, toddler, or
preschooler. Also, briefly state how the skill relates to later literacy success.

Participants’ responses will vary but should be developmentally appropriate, family-centered, and appropriate for facilitating emergent literacy.