Examining Peer-Assisted Learning Strategies for Braille Readers: A Preliminary Study

By Nicole Johnson and Kathy Stanfa

Preferred Citation

Johnson, N., Stanfa, K. (2020). Examining peer-assisted learning strategies for braille readers: A preliminary study. Journal of Blindness Innovation & Research, 9(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir20/jbir100101.html. doi: http://dx.doi.org/10.5241/10-178


This preliminary study examined the effects of a modified peer-assisted learning strategies (PALS) intervention with two braille readers. The investigation paired braille readers with print reading partners within their general education classroom to explore whether PALS had an effect on braille reading fluency and comprehension. Preliminary results from the study indicate that braille readers benefit from PALS partner reading with retell intervention by increasing reading fluency and comprehension scores. The results further suggest that PALS interventions have the potential to increase socialization opportunities.


Visual impairment, PALS, braille readers

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DOI: http://dx.doi.org/10.5241/10-178

The Journal of Blindness Innovation and Research is copyright (c) 2020 to the National Federation of the Blind.