EMERGENCE OF RECOMBINATIVE BRAILLE READING IN VISUALLY IMPAIRED PEOPLE

Abstract

The present study investigated the acquisition of pseudowords printed in Braille and the development of recombinative reading. Four literate adults with acquired visual impairment participated in two phases composed of six teaching-testing cycles. Each phase taught 12 words. Taught pseudowords were created to strengthen recombinative reading: four vowels and four consonants composed 4 syllables that equally occupied the beginning and end of dissyllable words. In each cycle, four auditory-tactile conditional discriminations were taught between dictated pseudowords (A) and words printed in embossed Roman alphabet (B) and two between dictated pseudowords and words printed in Braille (C). Recurring tests evaluated new selection responses (BC, CB and AC) and oral naming of words. Participants learned all conditional discriminations and formed equivalence classes that included the dictated and tactile (Roman alphabet and Braille) words. Selection tests with new words had scores greater than 80%. On recombinative oral reading tests, participants scored over 75%, with font size 90 (Phase 1), and between 41 and 79% with size 40 (Phase 2). Results replicated and expanded to Braille stimuli previous discoveries that elementary control by within-syllable units promotes recombinative reading. Key words: reading acquisition, stimulus equivalence, recombinative reading, Braille, blindness.