Pre-Braille Skills and Braille Literacy of Learners with Visual Impairment

This study investigates the relationship between pre-braille skills and braille literacy among learners with visual impairments. Through descriptive-correlational research design, 35 learners in the Philippines from Regions 11, 12, and 13 were selected through purposive sampling. Pre-braille skills were assessed in concept development, motor skills, auditory processing, and tactual discrimination, while braille literacy was evaluated in reading, writing, and numeracy. Findings revealed very high proficiency in pre-braille skills, with auditory processing scoring the highest (xÌ„ = 5.63, SD = 1.77) and motor skills the lowest (xÌ„ = 5.35, SD = 1.82). Braille literacy results indicated high overall proficiency (xÌ„ = 4.01, SD = 2.00), with reading as the most substantial domain (xÌ„ = 4.33, SD = 2.04) and numeracy as the weakest (xÌ„ = 3.53, SD = 1.99). Spearman’s correlation analysis showed a moderate positive relationship (Ï = 0.516, p = 0.002), emphasizing the critical role of pre-braille skills in literacy development. Strong auditory and tactual skills enhanced reading and writing performance, while weaker motor skills impacted numeracy. The study concludes that pre-braille skills significantly influence braille literacy, particularly in reading and writing. It recommends targeted interventions to improve numeracy and advanced writing skills and integrate multi-sensory instructional approaches.