Braille's impact on reading for visually impaired students in Uzbekistan
DOI:
https://doi.org/10.5281/zenodo.11378634Keywords:
Visually impaired (VI) learners, Braille instruction, Braille literacy development, Braille vs. auditory-based instructionAbstract
This research investigates the effectiveness of Braille instruction in improving reading skills among visually impaired (below VI) learners in Uzbekistan. An experimental group (4B) from a Tashkent special school participated in a 3-week program focusing on Braille reading and comprehension. The study compares results with a control group (4A) that received traditional auditory-based instruction and explores the impact on Braille literacy development.
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