Guide

Reading Efficiently with a Screen Reader: Reading by Paragraphs

Learn to read by chunks! Part 2 in this series.

Just as there are many types of books to read, there are also many reasons to read. Reading a textbook or technical article for school/work requires full concentration in order to grasp critical details. Reading a novel for pleasure does not require the same razor focus. Textbooks, websites and more technical documents are strategically organized by headings to help readers mentally organize the content and to prioritize the importance of the content. Textbooks, for examples, are carefully laid out to help readers find, identify and organize the content. (See Reading Efficiently with a Screen Reader: Headings post.)

Reading by Paragraph

When reading for a purpose – to glean information from the content – efficient readers should mentally organize the information. Websites, textbooks, and documents are organized by sections (headings) and by paragraphs under these headings. Reading the information paragraph-by-paragraph helps students to mentally organize the information. Reading by paragraphs also gives the student a brief opportunity to digest the information which was just read and helps the student stay actively engaged, as he has to give the command to move to the next paragraph.

Many reading assessments number the paragraphs and the questions refer back to these numbered paragraphs. Students can quickly jump to the desired Heading and then jump paragraph by paragraph (without reading the entire paragraph) to locate the desired paragraph. It is important to practice these skills through drills or daily assignments prior to taking an assessment! 

Mental Organization

Students should practice the tech skills (navigating to specific areas) and mental organization. Mental organization – in this case, meaning that the student is aware of the paragraphs and basically what is in each paragraph. Mental organization is something that is often done without thinking; however, many students with visual impairments need to be initially coached through the process.

Activities

Below are three examples of Short Stories with Substitute Word:

Jilly the Giraffe substituted the word “swizzle” for “zoo” in the third paragraph.

The Sheep and the Pig fable substituted the word “swizzle” for “fuss” in the third paragraph.

The Lion and the Gnat fable substituted the word “swizzling” for “tearing” in the third paragraph.

Reading Commands

Lean In vs. Lean Out

The student’s posture should indicate if he is reading to learn or reading for pleasure. When actively engaged with the reading material, the student is more apt to be reading at a desk/table, sitting upright, leaning forward (ready to give the next command to read the next paragraph or section). If he comes across a word that needs clarification, he will stop and navigate character by character in order to spell the word. The posture indicates that he is “all in” and actively paying attention to the text. He is literally, “leaning in”.

When a student is sprawled back in the deck chair with his feet kicked up or curled up on the couch in front of the fireplace with a hot chocolate in his hand, he is reading for pleasure. When reading for pleasure, he will use the “Read All” command and will kick back and get comfortable. The student can fully relax and listen straight through the chapter or chapters – the student is drawn into the story with no thought about individual words or technical component of the story. The reader is literally “leaning back” and simply enjoying the story.

Collage of reading efficiently with a screen reader

 

Attached File(s)

https://www.perkins.org/sites/elearning.perkinsdev1.org/files/THE%20SHEEP%20AND%20THE%20PIG.docx https://www.perkins.org/sites/elearning.perkinsdev1.org/files/THE%20LION%20AND%20THE%20GNAT.docx https://www.perkins.org/sites/elearning.perkinsdev1.org/files/Jilly%20the%20Giraffe2.docx
By Diane Brauner

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