It is essential for children with learning disability that they must be helped to build visual vocabulary first and switch over to reading specifically created visual texts.
This kind of intervention also leads to cognitive skill development through meaning making of visual codes and picture reading since visual language and visual literacy has its own genre, attributes, codes or signs and rules and are required to learnt for decoding and meaning making.
An intervention was tried with a six-year child with dysgraphia (specific learning disability -SLD- characterized by inability to write) to learn Hindi through visual text.
It took five-hour work with the child, three hours by the teacher and two hours by the care giver for recognition of visual text codes and letter 'ka' sound.
The implications of the intervention is that teachers and educators are needed to develop grade-age-needs appropriate visual textual material to develop visual literacy of children first as readiness or accommodation intervention for language development of children.
It may mentioned here that visual literacy is the innate human competence to decode, interpret and create visual codes to communicate with visual images meaningfully rather than abstract text codes.
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