Eleven participants shared specific strategies they found useful in
reading. These
included: using verbal cues; listening to an audio-book and reading the
book at the
same time; underlining words but not understood and asking someone to explain;
using a marker to track the words; and reading aloud to themselves.
·
Facilitators of Literacy Learning
Nearly all the participants offered general examples of either technology
or
instructional strategies that did, or that they felt could potentially
facilitate their
learning. The most common one was using a computer and having access
to
software programs like Dragon Naturally Speaking (turns speech input
into text
output) and Speech Assisted Reading and Writing Program (SARAW). Other
technology assistance was gained from computer keyboards with bigger
keys, using
adapted input devices (e.g. track balls, adapted mouse), having the option
of
changing the computer font size, using computer games, watching educational
and
close caption television, and accessing the Internet.
The participants also spoke of how important it was to be consulted
about how they
learn in order to help them establish their own learning goals, make
learning positive
and not feel judged or pressured by those people assisting them. They
frequently
identified valued friends or roommates, knowledgeable teachers or support
groups
who motivated them to keep trying to learn, and who at the same time
allowed them
to go at their own speed and as such made learning fun (like a game or
charades).
One-to-one instruction in their home or in a small structured environment
was
considered to be important by many of the participants, and they gave
examples of
instructional strategies that they had found useful in these one-to-one
situations:
using diagrams and pictures, singing the words, the instructor reading
aloud with
them and visualizing the words in a sentence. They considered it important
to build
confidence, make learning relevant to their lives and “to start simple.” RECOMMENDATIONS / USEFUL STRATEGIES
Awareness
As evidenced by our initial difficulties in recruiting participants
for this project, this group
is by definition hard to reach. Effective strategies are needed
to get the message across
that literacy programs are available to them. Individuals with
physical disability need
support in getting plugged into the system. Potential learners
frequently do not realise
that colleges do provide literacy programs which they can attend
even though they have
reading and writing difficulties. There is also a need to create
awareness of disability-related
issues amongst literacy practitioners. |