Supporting Braille Readers in Mathematical Practices Using the Braille Display in Coordination with the Speech Synthesizer

Autor/inn/en	van Leendert, Annemiek; Doorman, Michiel; Drijvers, Paul; Pel, Johan; van der Steen, Hans
Titel	Supporting Braille Readers in Mathematical Practices Using the Braille Display in Coordination with the Speech Synthesizer
Quelle	In: Journal of the International Association of Special Education, 20 (2020) 1, S.20-31 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Braille; Audio Equipment; Mathematics Instruction; Reading Comprehension; Faculty Development; Teaching Methods; Intervention; Mathematics Teachers; Secondary School Students; Reading Skills; Decision Making; Instructional Effectiveness; Mathematics Achievement; Visual Impairments; Foreign Countries; Special Schools; Computer Software; Netherlands + Suchen Sie Ihr Suchwort? Audio-CD; Mathematics lessons; Mathematikunterricht; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Reading skill; Lesefertigkeit; Decision-making; Entscheidungsfindung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Visual handicap; Sehbehinderung; Ausland; Special school; Sonderschule; Niederlande
Abstract	It is difficult to read mathematical expressions in braille, whether or not in coordination with text to speech (TTS) synthesis. The researchers in this study investigated the effect of an intervention on the braille readers' performance in reading and comprehending mathematical expressions as well as the braille readers' ability to make well-founded choices for the use of the braille display or the TTS synthesizer. The intervention consisted of adjusted TTS settings in combination with a professional development (PD) course for mathematics teachers of braille readers. Nine experienced braille readers, aged 13-18 years, whose teachers participated in the course, underwent the intervention. A pre- and post-test and a pre- and post-interview were administered. For mathematical braille reading skills, the percentage of correct answers increased from 22% to 41%. For speech comprehension, the percentage of correct answers only slightly increased from 56% to 59%. The results indicated a small positive effect on the braille readers' performance in reading and comprehending mathematical expressions and an improvement in making well-founded choices for the use of braille and speech synthesis. The results suggest that improving mathematical braille reading skills is the key to better mathematical performance. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: https://iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01