Improving the mathematical reading skills of students who read braille by scaffolding reading strategies

Abstract

Students who are braille-dependent use an electronic braille display to access mathematical expressions. The linear and extensive notation makes it challenging for these students to read and comprehend mathematics. Previous research revealed that substantial more time is needed to solve mathematical problems, partly due to inefficient finger movements. In this research the influence of an intervention on braille reading strategies for mathematics is investigated. The developed reading strategies, scanning, tracing and fixating, are expected to help to respectively explore text, find specific symbols in expressions, and focus on these symbols. Three students, experienced braille readers from grade 1, 2 and 5, participated in the study. The intervention consisted of five lessons of 30 minutes and used a scaffolding approach. The reading strategies of the students were evaluated with help of finger tracking during pre, post and retention tests. After the intervention, the students needed only 45% of the initial reading and solving time and the reading movements became more efficient. The effects were still present during the retention test, six weeks after the post test. Conclusion of this research is that teaching explicit reading strategies for mathematics can be really effective. With a compact intervention, it is possible to decrease the needed time drastically. This gives these students more time to practice and develop their mathematical skills.