Effectiveness of technology for braille literacy education for children: a systematic review

References

• Lowenfeld B, Abel GL, Hatlen PH. Blind children learn to read. Springfield (IL): Charles C. Thomas; 1969.
   Google Scholar
• Swenson AM. Beginning with braille: firsthand experiences with a balanced approach to literacy. New York: AFB Press; 2016.
   Google Scholar
• American Foundation for the Blind. What is braille? American Foundation for the Blind. [cited 2022 Feb 16]. Available from https://www.afb.org/blindness-and-low-vision/braille/what-braille.
   Google Scholar
• Ryles R. The impact of braille reading skills on employment, income, education, and habits. J Vis Impair Blind. 1996;90(3):219–226.
   Web of Science ®Google Scholar
• Bell EC, Silverman AM. Rehabilitation and employment outcomes for adults who are blind or visually impaired: an updated report. J Blind Innov Res. 2018;7(1). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir18/jbir080101.html.
   Google Scholar
• Silverman AM, Bell EC. The association between braille reading history and well-being for blind adults. J Blind Innov Res. 2018;8(1). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir18/jbir080103.html. doi: http://dx.doi.org/10.5241/8-141
   Google Scholar
• Russomanno A, O'Modhrain S, Gillespie RB, et al. Refreshing refreshable braille displays. IEEE Trans Haptics. 2015;8(3):287–297.
   PubMed Web of Science ®Google Scholar
• Foulke E. Increasing the braille reading rate. J Vis Impair Blind. 1979;73(8):318–323.
   Web of Science ®Google Scholar
• Tobin MJ, Hill EW. Is literacy for blind people under threat? Does braille have a future? Br J Vis Impair. 2015;33(3):239–250.
   Google Scholar
• National Federation of the Blind. The Braille literacy crisis in America. 2009. [cited 2022 Feb 16]. Available from https://nfb.org/images/nfb/documents/pdf/braille_literacy_report_web.pdf.
   Google Scholar
• Musgrove M, Yudin MK. Dear Colleague letter on Braille. Washington, DC; 2013. [cited 2022 Feb 16]. https://sites.ed.gov/idea/files/brailledcl-6-19-13.pdf.
   Google Scholar
• Zhou L, Parker AT, Smith DW, et al. Assistive technology for students with visual impairments: challenges and needs in teachers’ preparation programs and practice. J Vis Impair Blind. 2011;105(4):197–210.
   Web of Science ®Google Scholar
• McCall S, McLinden M, Douglas G. Review of the literature into effective literacy instruction with braille. J Vis Impair Blind. 2011;105(8):508–509.
   Google Scholar
• Olsen MR, Malgold SS. Guidlelines and games for teaching efficient braille reading. New York (NY): American Foundation for the Blind; 1981. p. 2–3.
   Google Scholar
• Koenig AJ, Holbrook MC. Ensuring high-quality instruction for students in braille literacy programs. J Vis Impair Blind. 2000;94(11):677–694. Nov
   Web of Science ®Google Scholar
• Wormsley DP. Braille literacy: a functional approach. D’Andrea FM, editor. New York (NY): AFB Press; 2004.
   Google Scholar
• Ferrell KA, Mason L, Young J, et al. Forty years of literacy research in blindness and visual impairment. Greeley (CO): University of Northern Colorado, National Center on Low-Incidence Disabilities. [cited 2022 Feb 16]. Available from https://www.pathstoliteracy.org/sites/pathstoliteracy.perkinsdev1.org/files/uploaded-files/Literacy%20Meta-Analysis%20Technical%20Report.pdf.
   Google Scholar
• McCarthy T, Rosenblum PL, Johnson BG, et al. An artificial intelligence tutor: a supplementary tool for teaching and practicing braille. J Vis Impair Blind. 2016;110(5):309–322.
   Web of Science ®Google Scholar
• Harrell RL, Curry SA. Services to blind and visually impaired children and adults: who is responsible? J Vis Impair Blind. 1987;81(8):368–376.
   Web of Science ®Google Scholar
• Hatlen LG. 8: Educational and developmental goals, including instruction, will reflect the assessed needs of each student in all areas of academic and disability-specific core curricula. In: A report to the nation: the national agenda for the education of children and youths with visual impairments, including those with multiple disabilities. New York: AFB Press; 1998. p. 50–52.
   Google Scholar
• Ferrell KA. Evidence-based practices for students with visual disabilities. Commun Disord Q. 2006;28(1):42–48.
   Google Scholar
• Luckner JL, Bruce SM, Ferrell KA. A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Commun Disord Q. 2016;37(4):225–241.
   Web of Science ®Google Scholar
• Freeland AL, Emerson RW, Curtis AB, et al. Exploring the relationship between access technology and standardized test scores for youths with visual impairments. J Vis Impair Blind. 2010;104(3):170–182.
   Web of Science ®Google Scholar
• Valentine JC, Cooper H. A systematic and transparent approach for assessing the methodological quality of intervention effectiveness research: the study design and implementation assessment device (study DIAD). Psychol Methods. 2008;13(2):130–149.
   PubMed Web of Science ®Google Scholar
• Moher D, Liberati A, Tetzlaff J, et al. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Ann Intern Med. 2009;151(4):264–269, W64.
   PubMed Web of Science ®Google Scholar
• OCEBM. The Oxford levels of evidence 2 [Internet]. 2011. [cited 2022 Feb16]. Available from http://www.cebm.net/index.aspx?o=5653.
   Google Scholar
• Atkins D, Best D, Briss PA, et al. Grading quality of evidence and strength of recommendations. BMJ. 2004;328(7454):1490.
   PubMed Web of Science ®Google Scholar
• Novak I, Mcintyre S. The effect of education with workplace supports on practitioners’ evidence-based practice knowledge and implementation behaviours. Aust Occup Ther J. 2010;57(6):386–393.
   PubMed Web of Science ®Google Scholar
• Novak I, Mcintyre S, Morgan C, et al. A systematic review of interventions for children with cerebral palsy: state of the evidence. Dev Med Child Neurol. 2013;55(10):885–910.
   PubMed Web of Science ®Google Scholar
• Law M, Stewart D, Pollock N, et al. Guidlines for critical review form. 1998. [cited 2022 Feb 16]. Available from https://canchild.ca/en/resources/137-critical-review-forms-and-guidelines.
   Google Scholar
• Howick J, Chalmers I, Glasziou P, et al. The 2011 Oxford CEBM evidence levels of evidence (introductory document). Available from https://www.cebm.ox.ac.uk/resources/levels-of-evidence/ocebm-levels-of-evidence.
   Google Scholar
• Law MM, Stewart D, Pollock N, et al. Critical review form – quantitative studies. 1998. [cited 2022 Feb 16]. Available from https://canchild.ca/en/resources/137-critical-review-forms-and-guidelines.
   Google Scholar
• Altarac M, Saroha E. Lifetime prevalence of learning disability among US children. Pediatrics. 2007;119(Supplement_1):S77–S83.
   PubMedGoogle Scholar
• Polanczyk G, de Lima MS, Horta BL, et al. The worldwide prevalence of ADHD: a systematic review and metaregression analysis. Am J Psychiatry. 2007;164(6):942–948.
   PubMed Web of Science ®Google Scholar
• Linehan C, Kirman B, Lawson S, et al. Practical, appropriate, empirically-validated guidelines for designing educational games. In: SIGCHI Conference on Human Factors in Computing Systems, Vancouver, BC; 2011. p. 1979–1988.
   Google Scholar
• Milne LR, Bennett CL, Ladner RE, et al. BraillePlay: educational smartphone games for blind children. In: Proceedings of the 16th International ACM SIGACCESS Conference on Computers & Accessibility (ASSETS ’14). New York (NY): ACM; 2014. p. 137–144.
   Google Scholar
• Corn AL, Ferrell KA. External funding for training and research in university programs in visual impairments: 1997-98. J Vis Impair Blind. 2000;94(6):372–385.
   Web of Science ®Google Scholar
• Järvholm B, Bohlin I. Evidence-based evaluation of information: the centrality and limitations of systematic reviews. Scand J Public Health. 2014;42(13 Suppl):3–10.
   PubMedGoogle Scholar
• Schlosser RW, Wendt O, Sigafoos J. Not all systematic reviews are created equal: considerations for appraisal. Evid Based Commun Assess Interv. 2007;1(3):138–150.
   Google Scholar
• VanBiervliet A, Head DN, Williams MF. A self-instructional strategy using bar code technology for teaching braille symbol recognition. J Vis Impair Blind. 1989;83:166–171.
   Web of Science ®Google Scholar
• Nater P. An electronic teaching device for blind students. J Vis Impair Blind. 1982;76(7):274–278.
   Web of Science ®Google Scholar
• Milne LR, Bennett CL, Azenkot S, et al. BraillePlay: educational smartphone games for blind children. In: ACM SIGACCESS Conference on Computers & Accessibility (ASSETS ’14). Rochester (NY): ACM; 2014. p. 137–44.
   Google Scholar
• Kalra N, Lauwers T, Dewey D, et al. Design of a braille writing tutor to combat illiteracy. Inf Syst Front. 2009;11(2):117–128.
   Web of Science ®Google Scholar
• Rahman MK, Dias MF, Belousov S, et al. Enhancing an automated braille writing tutor. In: 2009 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2009). St. Louis: IEEE; 2009. p. 2327–2333.
   Google Scholar
• Kamei-Hannan C, Lawson H. Impact of a Braille-Note on writing: evaluating the process, quality, and attitudes of three students who are visually impaired. J Spec Educ Technol. 2012;27(3):1–14.
   Google Scholar
• Bickford JO, Falco RA. Technology for early braille literacy: comparison of traditional braille instructions and instruction with an electronic notetaker. J Vis Impair Blind. 2012;106(10):679–693.
   Web of Science ®Google Scholar
• Cooper HL, Nichols SK. Technology and early braille literacy: using the mountbatten pro brailler in primary-grade classrooms. Bogdan Cook, Cook, Holbrook, Lamb, Swenson, Wormsley C, editor. J Vis Impair Blind. 2007;101(1):22–31.
   Web of Science ®Google Scholar
• Arbes LAD, Baybay JMJ, Turingan JEE, Samonte MJC, editors. Tagalog text-to-braille translator tactile story board with 3D printing. In: 3rd International Conference on Information Technology and Digital Applications, ICITDA. 2019. Manila City (Philippines): IOP Publishing Ltd.
   Google Scholar
• Kamei-Hannan C, McCarthy T, D'Andrea FM, et al. Investigating the efficacy of reading adventure time! For improving reading skills in children with visual impairments. J Vis Impair Blind. 2020;114(2):88–100.
   Web of Science ®Google Scholar
• Nahar L, Jaafar A, Sulaiman R. Usability evaluation of a mobile phone based braille learning application “MBRAILLE”. Malay J Comput Sci. 2019;2019:108–117.
   Google Scholar