Ideas for Story Elements
6.1 Introduction
Making your own story with your child or the child you guide, is fun for the child and the one who writes the story. Parents and teachers create sometimes a story together with the children. This is done in several countries, such as the U.K, U.S.A. The Perkins school for the Blind and APH have examples of these. Also, one of the winning books in the Typhlo & Tactus competiton, Crokato, was made by teacher Claudette Kraemer and the children in her class.
Stories can also be inspired by an existing book. Please note that in the Netherlands you must have permission from the publisher if you want to use an existing book.
All kinds of poems, songs and rhymes in story’s develop the child’s memory in an entertaining way. Folk tales and classic fairy tales are fun to read. They offer food for thought, as well as lots of humour. The text of the story can help to recognize the character in the book.
For a child who is blind or has a significant visual impairment, it is good to add braille to the book,or use a book with Braille already in it. Even if the young child is not talking yet, having the text in braille helps to build awareness of the braille dots which form words and can be read later.
6.2 Recommendations
Although there is not much scientific literature about the choice of a story or storyline in tactile books, some recommendations are included here.
- Subject/ theme: Books are needed for readers of different ages and levels of development. A story for young children will have to focus on very familiar everyday objects and situations. for example: playing with the dog, going shopping with mom or dad, staying over, going to the zoo, the washing machine. Older children, for example 10-12 years old, will have different interests. A book about a trip to the playground will result in a different book then a book about our planets in the solar system.
- Aim of the book: The purpose of the tactile book will influence the story. A story written for initial braille readers will use simpler language then a story written to read aloud.
- Introduction of the story: Before you start reading the book, discuss the theme, for example: volcanoes or the farm. This way the child is well prepared and will understand the story better. For the use of recognizable objects, e.g. when the theme is ‘the farm” you can use a toy pig or a cow. Sometimes the theme is more understandable when you visit a real farm. These visits will make it easier to comprehend the story. (hence the importance of verbal instructions for parents/teachers).
- Understanding a tactile illustration: In tactile books, the meaning of a tactile illustration depends upon the words of the story (Stratton & Wright, 1991). If the story does not give enough information to understand the tactile illustrations, then this information should be given verbally.
- Reading levels: If the story is for initial braille readers to read themselves, certain rules need to be considered. For example: No capitals, short, simple words. Think about: “the cat is red”.
- Amount of text: Young children have a short attention span. You have to take this into account when choosing a story. If the tactile book is based on an existing story or book, the text often needs to be shortened. A longer text can also be included as separate supplement to the book. You could use this to read aloud.
6.3 Level for readers
Belgium, France and The Netherlands have reading levels for initial readers. In Belgium and The Netherlands these are called ‘AVI-levels’. If you want to read more about it, go to chapter 5. They are adapted for blind students. That is also for the way they are printed. The RUG university of Groningen did research and Danyelle Valente of the university of Geneva did research on multi-sensory storytelling.
6.4 Reading stories with MDVI children
For children and adults with visual and (severe) intellectual disabilities it often is difficult to find stories that are captivating enough for them. This led Anita Wildeboer, teaching assistant at Visio education, to write her own stories. Complemented by tangible objects, these make reading aloud a fun experience.