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Title page for ETD etd-03202014-104804

Type of Document Dissertation
Author Savaiano, Mackenzie Elizabeth
Author's Email Address mackenzie.savaiano@gmail.com
URN etd-03202014-104804
Title Comparison of Vocabulary Instruction Strategies for Students who Read Braille
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Deborah Hatton Committee Chair
Blair Lloyd Committee Member
Deborah Rowe Committee Member
Donald Compton Committee Member
Erik Carter Committee Member
  • visual impairment
  • vocabulary
  • braille
Date of Defense 2014-02-19
Availability unrestricted
The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in braille during instruction facilitated vocabulary learning more efficiently than an auditory only instructional condition.

An adapted alternating treatments single-case experimental design was used with three students with visual impairments who read braille. Data on definition recall and spelling were collected during each session. Data on definition recall were used to determine mastery.

The results of this study are not consistent with previous findings with students who read print. Visual analyses of the data indicated that participants reached mastery in both conditions, but all three reached mastery on definition recall in fewer sessions in the auditory only condition. Spellings of words were learned in the flashcard condition only, and possible implications of this are discussed. The difference in the unit of recognition and working memory load between reading braille and reading print is discussed as one possible explanation.

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