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Dear NBA experts!
I am preparing a braille transcription of a Level 1 Reading Program, specifically focusing on the Prereading A and B (Shape/Picture Discrimination)<!–TgQPHd|||[]–> and the Word Recognition Discrimination Tests<!–TgQPHd|||[]–>. I am a novice to such projects. <!–TgQPHd|||[]–>The physical layout of the test directly impacts what is being assessed. I am seeking guidance on how to navigate between standard BANA guidelines and the required functionality of this program.<!–TgQPHd|||[]–><!–TgQPHd|||[]–>
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAB” data-complete=”true” data-sae=””>Horizontal vs. Vertical Layout:<!–TgQPHd|||[]–><br data-sfc-root=”ep” data-epip=”” data-sfc-pl=”|||[]” data-complete=”true” />According to BF Section 10, standard test design requires multiple-choice options to be stacked vertically. However, the explicit clinical purpose of the Discrimination subtest is to evaluate a student’s left-to-right visual/tactile tracking and spatial discrimination<!–TgQPHd|||[]–>. If I stack the target word and choices vertically, the diagnostic mechanism of the test is completely lost.<!–TgQPHd|||[]–>
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAD” data-complete=”true” data-sae=””>Is it acceptable to maintain a strict horizontal layout for these assessment strings?
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAD” data-complete=”true” data-sae=””>If so, what is the recommended spacing between the multiple-choice entries to prevent an early reader from blending them tactually? (I am currently considering a 4-cell buffer).<!–TgQPHd|||[]–><!–TgQPHd|||[]–>
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAE” data-complete=”true” data-sae=””>Grade 1 vs. Grade 2 Requirements:<!–TgQPHd|||[]–><br data-sfc-root=”ep” data-epip=”” data-sfc-pl=”|||[]” data-complete=”true” />The print program relies entirely on whole-word visual letter discrimination. My understanding is that uncontracted braille is to be used for early non-readers, the TVI assigned to this student has requested the material be provided in Grade 2 Braille<!–TgQPHd|||[]–>.<!–TgQPHd|||[]–>
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAG” data-complete=”true” data-sae=””>When transcribing this horizontal test in Grade 2, how should heavily contracted shortforms be handled relative to spacing so that the tactile configuration doesn’t break tracking metrics?<!–TgQPHd|||[]–><!–TgQPHd|||[]–>
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAH” data-complete=”true” data-sae=””>Prereading Shapes & Pictures:<!–TgQPHd|||[]–><br data-sfc-root=”ep” data-epip=”” data-sfc-pl=”|||[]” data-complete=”true” />The Prereading A and B subtests require matching identical illustrations or geometric shapes across a horizontal row. The TVI’s instructions for the program include not to provide any tactiles, but to include simple image descriptions.
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-epip=”” data-hveid=”CAAIDxAJ” data-complete=”true” data-sae=””>Should this section be excluded or should they be replaced by shape indicators or will it be appropriate to use transcriber defined shape indicators?<!–TgQPHd|||[]–><!–TgQPHd|||[]–>
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<!–TgQPHd|||[]–>I want to ensure this transcription is instructionally sound for the student while remaining as close to BANA-approved deviation principles as possible. I have uploaded sample pages from the program. Any templates, spacing advice, or precedent rulings you can provide would be greatly appreciated. <!–TgQPHd|||[]–>Thank you for your time and expertise!
Best regards,
Ramya
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