If the child has some vision, selecting books with large, simple, high-contrast pictures rather than visually complicated pictures is preferable. For the totally blind child, stories with tactile objects to accompany the story is essential. Stories which tell about familiar activities such as bathtime, mealtime or short excursions generally hold more meaning and more potential for development of useful concepts and language than some traditional preschool stories about animals and fantasy themes. However, incorporation of simple nursery rhymes and songs into daily oral language activities should be embraced to encourage the child's awareness of the rhythm and melody of language, as well as the playfulness of words which rhyme or follow a melody. Asking children to dramatize nursery rhymes such as Humpty Dumpty, Little Miss Muffet or Wee Willie Winkie encourages concept building while developing the child's appreciation of the pleasures associated with both written and spoken language.
Most children also enjoy playing simple games based on a favorite poem, story or book.
Augmentative communication devices are useful when searching for ways to include a visually impaired child in story reading time and to hold the child's attention. By selecting literature with repetitive phrases, a single message VOCA may be used by a student to insert the repetitive line when given an auditory cue or a tap on the shoulder or hand. Use of computers with adapted keyboards allows the visually impaired child to explore and control a stimulating and responsive environment. Loaded with fun, widely available software options, the child may press a picture, tactile object, tangible symbol, braille word or switch and hear a favorite song, play with cars, trucks or airplanes, demonstrate how to make a sandwich, or create a rhyme or story. Software choices should be governed by quality of sound, level of visual contrast and presence of large, moving objects.