Emergent Literacy

Emergent literacy refers to the cognitive knowledge children gather about language, reading, and writing before they learn to read. This knowledge is the foundation for success in literacy later in the educational process. (Note the difference from prebraille skills, which are physical and tactile.) For children with visual impairments, emergent literacy must include tactile experiences integrated with verbal language. Teachers will find many resources for fostering emergent literacy, including creating tactile books, story boxes, and language experience stories.

Story Boxes and Tactile Books

Story Boxes: A Hands-On Literacy Experience, e-Advisor
Perkins teacher Norma M. Drissel introduces story boxes, lists some children's books well suited to story boxes, sources of print/braille books, and ideas on literacy opportunities.

Creating Tactile Books, American Foundation for the Blind
This article offers guidelines and good topics for stimulating books for parents to make with their children.

Making Tactile Books, Tactile Book Advancement Group
This organization offers advice and information on the design and creation of tactile books, including guidelines for commercial publishers for small changes that will make their products more accessible to children with visual impairments.

Research

Literacy in Early Intervention for Children with Visual Impairments: Insights from Individual Cases, Journal of Visual Impairment and Blindness
"A qualitative case study" that provides "practical insights into the role of the early interventionist in supporting early literacy development."

Emergent Literacy: A New Perspective
J.M. Stratton "explores the fit between emergent literacy and the learning needs of children who are blind or visually impaired"; includes literature overview.

See related links in Education for Students with Multiple Disabilities