Combining voiced auditory descriptions with tactile graphics increased braille readers' likelihood of answering assessment items correctly¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Braille readers with access to both voiced auditory image descriptions and tactile graphics increased their likelihood of answering items correctly, while braille users with only tactile images had a decreased likelihood. → Steinbach 2022

Evidence¶

Steinbach 2022¶

Steinbach, S. (2022). Looking beyond vision: Supports for students who are blind or visually impaired in mathematics. NWEA. https://www.nwea.org/research/publication/looking-beyond-vision-supports-for-students-who-are-blind-or-visually-impaired-in-mathematics/

q2 · i? · review · r2

The review reports preliminary results from Ferrell et al. (2017) on auditory image descriptions in assessments for students with print disabilities: braille readers with both "voiced auditory descriptions and tactile graphics" increased their likelihood of correct answers, while tactile-only access decreased it. No effect size printed.

"braille readers who had access to both the voiced auditory descriptions and tactile graphics increased their likelihood of answering items correctly; braille users who only had access to tactile images actually had a decreased likelihood of finding the right solution."

Discussion¶

Related Claims¶

• Multiple representations improve learning — the general claim this finding bears on, with the studies behind it
• Auditory math access works best when the technology is familiar: Math Speak aided expression identification, and BVI students performed similarly to or slightly better than traditional methods with familiar apps — related
• A multisensory tablet with tonal and vibration feedback produced no significant difference in graphics-comprehension accuracy compared with tactile graphics — related
• BVI students face material and instructional barriers: late STEM materials, error-laden tactile worksheets, and variable teacher graphic descriptions — related
• Score-access barriers push musicians with BLV toward memorization and listening-based learning, and accessible notation tools miss performance-critical details — related
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — a broader claim this one bears on