engleski

Pre-reading of visually impaired children (tactile and visual experience)

General assumption is that pre-reading (foundation of emergent literacy) is childhood experience, realized both in preschool or home environment. Pre-reading activities are usually organized within early intervention. Children and youth with visual impairment (both blind and partially sighed) can present delays and difficulties in the language development in areas important for development of reading skills specific to this population. Preschool visually impaired child is a future reader that needs to build the necessary pre-reading foundation, through different early life experience. Pre-reading (emergent literacy) is a ground basis of becoming competent reader that has a good foundation for independent learning and communication. Timely decision making and choosing the primary communication (literacy) media influences educational strategies and organizational modes. Different strategies can be applied to efficiently support and encourage team approach of professionals, parents and teachers, in continuing effort to introduce readiness activities to infants and young children who are visually impaired or blind. Most important is to build up confidence and an enthusiasm for accessible reading in sighed adults and visually impaired children. To prepare VI child for reading, different readiness areas should be addressed with adequate teaching (instructional) methods. Until final decision about communication, literacy (educational) media is made – both tactile and visual reading experience should be addressed. The aim of this paper was to explain different aspects that affect emergent literacy of visually impaired children and may delay or result with difficulties in reading and language development. This paper will give literature overview about pre-reading of visually impaired children and different influential factors that enable child of becoming competent readers.

prereading, visually impaired children

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