Braille Reading by Children: Is there a Phonological Explanation for their Difficulties?

Abstract

Do problems in learning to read in braille result from the complexity of its symbol system and the tactile processing involved or do findings regarding the role of phonological processing in sighted children also hold when learning to read in Braille? The present Study uses an adapted form of the Phonological Assessment Battery (Frederlckson, Frith & Reason, 1997) to address this question. It compares the phonological skills of two Braille readers, one a struggling learner and the other making good progress, to discuss the notion of phonological dyslexia and Its Implications for Braille teaching.