an experimental replication of hand and finger usage patterns among congenitally blind, braille...
TRANSCRIPT
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An Experimental Replication of Hand and Finger Usage Patterns among Congenitally
Blind, Braille Reading Adults: A Pilot Study
Loana K. MasonAmerican Printing House for the Blind
Research in the RockiesJune 2010
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Introduction
Literacy is linked to positive life outcomes in education, employment, financial status, & self-esteem (Ryles, 1996)
Post-school outcomes for people who are blind & visually impaired are extremely poor as indicated by an unemployment rate greater than 70% (AFB, 2010)
Braille readers are not acquiring literacy skills at the same rate as their sighted peers (Emerson, Holbrook, & D’Andrea, 2009)
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Problem
Law mandates the use of research-based practices (NCLB, 2001)
Lack of scientifically-based research on literacy for students with visual impairments (Ferrell, Mason, & Young, 2006)
One experimental study contradicts current practices regarding braille mechanics (Ferrell, Mason, & Young, 2006)
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Problem: Fluke or Fact?14 congenitally blind braille readers between the ages of 8-10 were tested
Hand dominance Sentence reading with…
Left index fingerRight index fingerLeft middle fingerRight middle finger
Found that participants read faster with left middle finger
Hermelin & O’Connor, 1971
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Literature Review100+ years of literature on braille mechanics
Mechanics Deemed Best by Practitioners
Use of both hands independently Use of at least 4 fingers Use of light pressure & smooth tracking
Research is often inconclusive, contra-dictory, or based on observational data
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Literature on Hand UsageConsensus that both hands results in fastest & most accurate reading
Disagreement over the role that each hand plays
Predominant Patterns of Hand Usage Left = placeholder/Right = reader Both hands parallel Both hands parallel for majority of line
Independent hand usage Both hands parallel & then one or both hands track backwards
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Hand Usage Continued
Hand Dominance Patterns Left hand superiority Right hand superiority Equal hand superiority
Emerging Patterns Left-hand advantage for beginning readers
Left-hand advantage for struggling readers
Hand use may depend on task & familiarity
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Literature on Finger UsageIndex, middle, ring, & pinky fingers capable of tactile discrimination, but index & middle are most sensitive
Index fingers of both hands believed to be primary reading fingers
Little consensus over the role of the left versus the right reading fingers
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Literature on Tracking
Good braille readers… Exert light pressure Maintain a continuous left-to-right movement
Engage in little scrubbing or retracing
Faint pattern has emerged which suggests that the left hand checks uncertainties or corrects decoding errors
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Literature on Cerebral Processes
SpatialProcessin
g
LanguageProcessin
g
XLanguag
eProcessin
g
SpatialProcessin
g
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Literature on Cerebral Processes & Braille
Braille reading requires both language and spatial processing, & thus, it makes sense that good braille readers would use both hands
Left hand superiority may indicate a reliance on individual symbol decoding
Right hand superiority may indicate a reliance on language processing at the word/short phrase level
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Literature on Braille FluencyBraille readers have consistently been shown to read slower than sighted peers
This has typically been attributed to the inability of braille readers to chunk text
Paucity of research available on strategies to increase fluency for braille readers
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Research QuestionsWhich pattern of hand usage & finger usage results in the greatest degree of fluency?
Is there a relationship between handedness & hand usage patterns as indicated by the greatest degree of fluency?
Is there a relationship between certain characteristics of braille instruction & braille reading fluency?
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Research Design
Constructive replication
2 factor (3x3), counterbalanced, within-subjects experiment
Independent Variables Hand usage Finger usage
Dependent Variable Fluency = Correct Words Per Minute (CWPM)
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ParticipantsSampling Process
Congenitally blind adults braille readers utilized so as not to deplete the limited sample pool of children with visual impairments
E-mails sent to the coordinators of disability services at 4 Midwestern colleges with information to be sent to potential participants
Participants were paid $25 for voluntary participation
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Participants #1 #2 #3
Gender Female Female Female
Age 54 25 20
Eye Condition ROP Unknown LCA
Educational Placement
Public Schools Public Schools Public Schools
Literacy Modalities
Braille & Auditory
Auditory & Braille
Braille & Auditory
Age Braille was Introduced
7 2 or 3 4
Age at which Contracted Braille was Introduced
Gradually Introduced Early On
7 or 8 6 or 7
Number of Years Reading Braille
47 22 or 23 16
Preferred Braille Mechanics
2 Handed; Parallel
Movements
1 & 2 Handed; Left = Reader &
Right = Placeholder
2 Handed; Parallel &
independent Movements
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Data CollectionIndividual testing sessions arranged upon receipt of signed consent forms
Baseline assessment conducted
9 treatment assessments conducted in random order
Handedness assessed at midpoint through a variety of pre-designated physical tasks
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Content of AssessmentsBraille Symbols
63 in baseline 7 in each treatment condition
Graded Word List 10 randomly chosen words from published IRIs
Graded Reading Passage Length ranges from 142 -252 words
Randomly selected from published IRIs
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Instrumentation
Randomly assigned assessments to randomly ordered treatment conditions
Reader allowed to utilize preferred braille mechanics during baseline assessment
No data on instrument reliability & validity for this study
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Hand Conditions
Left Right Both
Finger Conditions
Index Condition A
Condition B Condition C
Middle Condition D
Condition E Condition F
Index + Middle
Condition G
Condition H
Condition I
Treatment Conditions
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Braille Reading &Recording Stand
Assessments brailled on transparent paper & dots darkened with marker
Hand & finger movements video-taped from below the transparent surface
Oral reading recorded
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Data AnalysisRecorded miscues & determined whether the miscues were significant or not
Calculated CWPM
Tallied reading patch activation in multiple finger conditions
Determined handedness
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Results forParticipant One
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Isolated Finger Fluency
Condition A
Condition B
Condition D
Condition E0
10
20
30
40
50
60
70
80
SymbolsWordsPassages
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Total Fluency
Baseline Condition A Condition B Condition C Condition D Condition E Condition F Condition G Condition H Condition I0
10
20
30
40
50
60
70
80
90
Symbols Words Passages
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Pre-Existing Hand & Finger
Preferences
Reading Patch Activation During Baseline
Symbols = right index Words = right index Passage = right index
Handedness Left on 6 out of 10 tasks
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Hand Preferences During Dual Treatment Conditions
Symbols Words Passages0
1
2
3
4
BothRightLeft
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Finger Preferences During Dual Treatment Conditions
Symbols Words Passages0
1
2
3
4
BothMiddleIndex
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Results forParticipant Two
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Isolated Finger Fluency
Condition A
Condition B
Condition D
Condition E0
10
20
30
40
50
60
SymbolsWordsPassages
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Fluency
Baseline Condition A Condition B Condition C Condition D
Condition E Condition F Condition G
Condition H
Condition I0
10
20
30
40
50
60
70
80
90
100
Symbols Words Passages
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Pre-Existing Hand & Finger
Preferences
Reading Patch Activation During Baseline
Symbols = left index Words = left index Passage = left index
Handedness Right on 10 out of 10 tasks
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Hand Preferences During Dual Treatment Conditions
Symbols Words Passages0
1
2
3
4
BothRightLeft
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Finger Preferences During Dual Treatment Conditions
Symbols Words Passages0
1
2
3
4
BothMiddleIndex
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Results forParticipant Three
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Isolated Finger Fluency
Condition A
Condition B
Condition D
Condition E0
10
20
30
40
50
60
70
80
90
SymbolsWordsPassages
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Fluency
Baseline Condition A Condition B Condition C Condition D
Condition E Condition F Condition G
Condition H
Condition I0
20
40
60
80
100
120
140
160
180
200
Symbols Words Passages
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Pre-Existing Hand & Finger
Preferences
Reading Patch Activation During Baseline
Symbols = left & right index Words = left & right index Passage = left & right index
Handedness Right on 10 out of 10 tasks
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Hand Preferences During Dual Treatment Conditions
Symbols Words Passages0
1
2
3
4
BothRightLeft
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Finger Preferences During Dual Treatment Conditions
Symbols Words Passages0
1
2
3
4
BothMiddleIndex
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Discussion
Preferred method used during baseline for all participants was the left & right index fingers but only both fingers were dominant for 1 participant
Baseline not necessarily the most fluent method
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Discussion Continued
Best fluency for all participants obtained when using both index fingers
While the most fluent method is similar to the preferred method used during the baseline, patterns of finger dominance vary across the two conditions
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Discussion Continued
Best fluency across all treatment conditions occurred while reading passages, which may support the theory that effective braille reading relies on more than symbol decoding
Participant with lowest fluency did poorest on conditions using only the right hand & demonstrated a slight left index finger dominance
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Discussion Continued
Different pattern emerging than found by Hermelin & O’Connor
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Limitations
Small sample size prevents statistical analysis
There may be an order effect since the treatment conditions were the same for all participants
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Limitations Continued
Hand & finger patterns for a variety of reading levels across a variety of ages & stages of learning to read were not examined in the pilot study
Results may be tied more to the braille mechanics that most closely approximate the hand & finger usage patterns they have used for many years