The Phonological-Awareness Skills of Children who are Blind

The phonological-awareness skills of 19 New Zealand children who are blind and were using braille as their reading medium were compared to those of a reading-age-matched control group of sighted children who were three years younger. Children who had difficulty reading braille were delayed in their...

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Bibliographic Details
Published in:	Journal of visual impairment & blindness Vol. 96; no. 1; pp. 38 - 49
Main Authors:	Gillon, Gail T., Young, Audrey A.
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-01-2002 SAGE PUBLICATIONS, INC
Subjects:	Age Differences Blindness Braille Elementary Secondary Education Foreign Countries New Zealand Phoneme Grapheme Correspondence Phonology Reading Ability Reading Difficulties New Zealand
Online Access:	Get full text
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Summary:	The phonological-awareness skills of 19 New Zealand children who are blind and were using braille as their reading medium were compared to those of a reading-age-matched control group of sighted children who were three years younger. Children who had difficulty reading braille were delayed in their development of phonological awareness, demonstrating strengths and weaknesses that were similar to those of the younger sighted children.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0145-482X 1559-1476
DOI:	10.1177/0145482X0209600105