Electronic Braille Blocks: A Tangible Interface-Based Application for Teaching Braille Letter Recognition to Very Young Blind Children

2014 ◽  
pp. 551-558 ◽  
Author(s):  
Rabia Jafri
Keyword(s):  
Letter Recognition ◽  
Tangible Interface ◽  
Blind Children

A N400 ERP Study in letter recognition after passive tactile stimulation training in blind children and sighted controls

2019 ◽  
Vol 37 (3) ◽  
pp. 197-206
Author(s):  
Tomas Ortiz ◽  
Laura Ortiz-Teran ◽  
Agustin Turrero ◽  
Joaquin Poch-Broto ◽  
Gabriel A. de Erausquin
Keyword(s):  
Tactile Stimulation ◽  
Letter Recognition ◽  
Blind Children

The role of font in letter recognition

2001 ◽  
Author(s):  
Isabel Gauthier ◽  
William G. Hayward ◽  
Chun-Nang Wong
Keyword(s):  
Letter Recognition

Facilitation of associative learning among blind children

1971 ◽  
Author(s):  
Clessen J. Martin ◽  
Mary Anne Herndon
Keyword(s):  
Associative Learning ◽  
Blind Children

Metaphor Comprehension By The Congenitally Blind Children

2017 ◽  
pp. 1
Author(s):  
عالية بدر عبدالله ◽  
ضيف الله زامل حربي
Keyword(s):  
Metaphor Comprehension ◽  
Blind Children ◽  
Congenitally Blind

Vibrotactile letter recognition: the effects of a masking stimulus

1978 ◽  
Vol 59 (4) ◽  
pp. 623-624
Author(s):  
M.J. Griffin ◽  
J. Griffin
Keyword(s):  
Letter Recognition ◽  
Masking Stimulus

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

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