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Refreshable braille displays and reading fluency: A pilot study in individuals with blindness

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Abstract

The purpose of the present report was to evaluate the time individuals spent in reading using the 6-dot braille code versus the 8-dot braille code. Twenty individuals with blindness participated in a series of experiments using refreshable braille displays. Each participant was invited to read structured texts by touch and then to answer to reading comprehension question. Each text had different font style (such as bold, italic, underline) and was rendered differently by the 6-dot and 8-dot braille code. Data were evaluated on a quantitative context in conjunction with qualitative elements in a within-subject design. Results indicated that the participants dedicated less time in reading texts through the 6-dot braille code rather than reading equivalent texts via the 8-dot braille code. On the contrary, participants needed significantly more time to answer reading comprehension questions when they read the texts via the 6-dot compared to the 8-dot braille system. Results are discussed into the context of assistive technology, reading comprehension, and literacy skills.

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Funding

This research has been co-financed by the European Union (European Social Fund – ESF) and Greek national funds through the Operational Program “Education and Lifelong Learning” of the National Strategic Reference Framework (NSRF) under the Research Funding Project: “THALIS-University of Macedonia- KAIKOS: Audio and Tactile Access to Knowledge for Individuals with Visual Impairments”, MIS 380442.

Author information

Authors and Affiliations

  1. Department of Special Education, University of Thessaly, Argonafton & Filellinon, Volos, Greece

    Vassilios Argyropoulos

  2. University of Athens, Athens, Greece

    Georgios Sideridis

  3. University of Thessaly, Volos, Greece

    Magda Nikolaraizi

  4. National and Kapodistrian University of Athens, Athens, Greece

    Aineas Martos

  5. Aristotle University of Thessaloniki, Thessaloniki, Greece

    Suzana Padeliadu

  6. Vocational School of Athens, Athens, Greece

    Konstantinos Gkyrtis

  7. Special Technical Vocational Scool, Volos, Greece

    Sofia-Marina Koutsogiorgou

Authors
  1. Vassilios Argyropoulos
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  3. Magda Nikolaraizi
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Correspondence to Vassilios Argyropoulos.

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Appendix

Appendix

6-dot literary text (155 words)

Maturity is a developmental procedure; it depends on our genes and on environmental parameters. Our genes are responsible for many traits we have and our maturity is the result of a combined influence by our genes and the environment.

The individual during education and instruction learn how to develop behavior management strategies. In this way, students develop permanent behavioral patterns through experience, repetition and exposure to their environment.

In fact, many of our skills, such as athletic skills or preferences in clothing, nutrition, music, arts, are products of learning and culture. Usually, learning is the cornerstone of our opinion and attitude towards many issues including prejudice towards minorities. In addition, addiction to smoking and drugs or the fear that we may have towards dogs or other animals are significantly influenced by the process of learning. Generally speaking, our civilization and our social heritage are outcomes of condensed learning content obtained and conveyed by many generations.

Comprehension questions

  1. 1.

    On what factors maturity depends? (Textually Explicit Question)

  2. 2.

    Who is responsible of our traits? (Textually Explicit Question)

  3. 3.

    What do the individuals learn during education and instruction? (Textually Explicit Question)

  4. 4.

    How do the students develop permanent behavioral patterns? (Textually Implicit Question)

  5. 5.

    How and why our social heritage is characterized in the text? (Scriptually Implicit Question)

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Argyropoulos, V., Sideridis, G., Nikolaraizi, M. et al. Refreshable braille displays and reading fluency: A pilot study in individuals with blindness. Educ Inf Technol 25, 3613–3630 (2020). https://doi.org/10.1007/s10639-020-10126-2

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