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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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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
slide7

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
slide9

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
slide16
HOW DO THEY DO IT?

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?????

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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

slide20

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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