The Effectiveness of Using Braille Self-Learning System on First-Grade Students’ Literacy Achievement

Introduction This study aims to examine the effects of using the Arabic braille self-learning system on first-grade students’ proficiency and pace of reading and writing the Arabic alphabet in braille. Methods This quasi-experimental study involved 14 first-grade students with visual impairments from three different schools. Half of the students were in the intervention group and the other half were in the control group. Four teachers from the selected schools implemented pre- and post-tests utilizing curriculum-based measurement. The intervention group was learning via a developed website for the Arabic braille self-learning system. Results The results demonstrated that the intervention group outperformed the control group in both the reading and writing post-tests by achieving higher scores representing a higher level of proficiency as well as a shorter time spent on each letter per test, which indicates a faster pace. Discussion This intervention system appears promising for improving literacy skills among individuals with visual impairments. The author anticipated a positive effect from using a braille self-learning system, since young learners trained in operating the devices and website demonstrated greater efficiency compared to traditional braille learning methods. Implications for Practitioners Self-learning systems can empower students with visual impairments by offering flexible, age-appropriate learning opportunities, which may enhance their performance through self-paced study. To maximize the benefits of these tools, both teachers and young students must develop foundational braille skills and proficiency in using digital technologies.