McCarthy, T., Holbrook, C., Kamei-Hannan, C., & D’Andrea, F. M. (2023). Speed and accuracy measures of school-age readers with visual impairments using a refreshable braille display . Journal of Special Education Technology , 38 (4), 423–433. https://doi.org/10.1177/01626434221131775

Refreshable braille devices—displaying 14, 18, 32, or 40 cells—were investigated. Either or both codes, Unified English braille (UEB) and English braille American edition (EBAE) were presented, based on participant familiarity.

A total of 49 students with visual impairments who used braille (Unified English braille/UEB only: 88%; English braille American edition/EBAE only: 10%; both UEB and EBAE: 2%) for reading participated. Students and their teachers were recruited through an online system and through professional networks in the U.S. The sample of students attended grades 1–9, in various educational settings such as inclusive general education, resource room, and specialized school. Demographic data such as sex (male/female) and ethnicity, and descriptive information such as level of visual acuity were reported; approximately 18% of participating students were English learners.

Reading speed (in words per minute) and accuracy (based on number of miscues) were measured for a set of five passages. Participants read four passages silently and one passage aloud to themselves. After each passage, participants' reading comprehension was also assessed with five multiple-choice items. A mix of narrative and expository text—that is, literature and informational passages—were used. The reading passages were presented electronically on a tablet using a reading app, rated at four readability levels with the ATOS Readability scale (Milone, 2014).