The Department of Education funds allowed Hadley to hire Thomas Kenemore of Chicago State University to conduct focus groups and telephone interviews with the goal of creating three surveys designed to collect data from alphabetic and contracted braille students at course registration, upon course completion, and at six months following completion (Kenemore, 2010).
Many teachers of students with visual impairments use the contracted braille course to refresh their braille skills in anticipation of adding braille readers to their caseloads (Gilson, 2014).
Four students with visual impairments and intellectual disabilities learned to read highly motivating, contracted braille
words using a constant time delay procedure.
On the Wilson word cards, we were able to present the word in both uncontracted braille and contracted braille
Reading: It is extremely important that a beginning teacher of braille be able to read aloud a passage of approximately 200 words using elementarylevel vocabulary written in contracted braille
with no more than one error.
Structured Abstract: Introduction: Parents who were the primary caretakers of children in the Alphabetic and Contracted Braille
Study (ABC Braille Study) revealed their perspectives about braille literacy.
These test items were adapted for a contracted braille
For example, readers will encounter references to the Common Core State Standards, the National Early Literacy Panel, the Alphabetic Braille and Contracted Braille
Study, and the Response to Intervention model for identifying students with learning disabilities.
Learning disabilities and how they affect a person's ability to learn contracted braille
Specifically, the language is of importance in contracted braille
because the demands on the reader differ across languages.
Abstract: This article examines the Alphabetic Braille Contracted Braille
Study in relation to the dimensions of collaborative research: extent, intensity, substance, heterogeneity, velocity, formality, and productivity.
Abstract: This article reports the results of data from 114 writing samples of 39 children who read braille and who were included in the Alphabetic Braille and Contracted Braille
(ABC) Study between 2002 and 2005.
The contents of each sentence, when rendered in contracted braille
, fit on a single line.
Initially, students who participated in the Alphabetic Braille and Contracted Braille
Study (ABC Braille Study) were evaluated by how braille was introduced: contracted or uncontracted.
Within three years, the girls were reading and writing contracted braille
in their modified academic curriculum at the first- to second-grade reading level and for a variety of functional literacy and recreational activities.