The student may be able to access additional resource information from CD-ROM programs with the assitance of their classroom or vision teacher. The title page and photo descriptions may provide some useful information. A precis or outline, when available, allows the student to preview the story or book and to make storyline predictions. Encourage questions about material being read. Ideas from the story which are abstract or unfamiliar may have limited meaning for the braille user and require further explanation.
Students can retell stories into the tape recorder and type or braille the story at a later date.
Passages may have to be re-read to understand inferences. Thinking About What Has Been Read recognize an increasing variety of story types and understand the elements that make up a story speculate about the author's purpose Many different types of stories must be made available to the student who reads braille. Has Been Read express personal views about characters' motivation and behavior explain reasons why they like or dislike a book or type of reading material explain characters' actions and story situations in drawing and writing Tactile pictures can be made with plasticine and screen boards. The student should learn to find the table of contents for each volume of a braille book, place braille volume in order for easy access and be able to explain why braille books often have more than one volume. The student should become familiar with the running head for each braille page and with braillist notes for graphics etc. in print text.