Graphicacy communicating through reading and writing graphics
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Graphicacy : Communicating Through Reading and Writing Graphics. Virginia AER. Presented by Lucia Hasty, MA Braille Authority of North America Tactile Graphics Committee Chair March 3, 2010. Importance. How it relates to literacy When to start teaching graphicacy.

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Graphicacy communicating through reading and writing graphics

Graphicacy: CommunicatingThroughReading and Writing Graphics


Virginia aer

Virginia AER

Presented by

Lucia Hasty, MA

Braille Authority of North America

Tactile Graphics Committee Chair

March 3, 2010


Importance

Importance

  • How it relates to literacy

  • When to start teaching graphicacy


When introducing tgs

When Introducing TGs …

  • recognize the developmental level of reader

  • verify reader’s grasp of basic concepts

  • assess experience in interpreting symbolic representation


Experience makes the greatest impact on success of reading a tg

EXPERIENCE makes the greatest impacton success of reading a TG


Beginning concepts

BEGINNING CONCEPTS


Graphicacy communicating through reading and writing graphics

As one- to two-year olds begin to navigate the environment (climb, scoot, roll, walk)

  • receptive language begins to build

  • understanding of orientation to self and to environmentdevelops


Concepts that accompany

Concepts that accompany

  • up/down

  • beside/next to

  • above/below

  • behind/in front

  • over/under/on top of

  • in/out


Graphicacy communicating through reading and writing graphics

Two-to three- year olds venture further into the environment, increase interaction with it, and develop constancy in space and spatial memory.


New concepts

New concepts:

  • hidden, has memory that object was there

  • basic cause and effect

  • name of familiar objects

  • same and different


Behaviors and activities

Behaviors and Activities

  • enjoys matching activities

  • begins to name things

  • loves to be read to

  • begins to pretend

  • expressive language development

  • enjoys manipulating objects with purpose (pushes block around and pretends it is a boat)


Tactual perceptual skills

Tactual perceptual skills

  • tracking

  • discrimination among similar symbols

  • comparison


Awareness of different views of an object

Awareness of different views of an object

  • aerial (bird's eye)

  • cross section

  • frontal view

  • 3-D view


Position in space

Position in space

  • overlapping

  • crossing

  • intersecting

  • perpendicular

  • parallel

  • perspective and distance

  • imaginary lines used in 3-D drawing


A system for scanning the graphic

A system for scanning the graphic

  • strategy for exploring the graphic

  • systematic searching

  • consistent pattern for exploring

  • reference point

    • to determine progress in exploring

    • verification of details listed in key


Graphicacy communicating through reading and writing graphics

HOW DO THEY DO IT?

?????

?????

?????

?????

Lucia Hasty 1/2010


How many fingers

How many fingers?

Reading braille text is usually done primarily with one finger of one hand, with the other fingers providing support.

Effective graphic reading requires both hands and all fingers.

Developing a consistent system of exploring a graphic is essential.

Lucia Hasty 1/2010


Recognizing the graphic s separate components

Recognizing the graphic's separate components

bodykey and legendslabelsheadingsother written informationinterpretation of areas, lines and point symbols


Resources

Resources

American Printing House for the Blind

Tactile Treasures

Teaching Touch

On the Way to Literacy Series

Moving Ahead Series

Setting the Stage for Understanding


Graphicacy communicating through reading and writing graphics

Creative Adaptation for Learning and National Braille Press

  • Let’s Learn Shapes with Shapely CAL

  • Humpty Dumpty and Other Touching Rhymes

  • Book Bag Project

    Hungry Fingers


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