The effectiveness of 3-dimensional touch and audio stories presented by direct teaching method on the reading skills of visually disabled individuals

In this study, the effects of reading comprehension instruction delivered through the Direct Instruction model using three-dimensional tactile and audio stories produced with 3D printing technology were examined with respect to visually impaired students' reading comprehension, reading accuracy, and retention of learned information. In addition, the contribution of this instructional process to students' generalization across persons and settings was evaluated, and maintenance data were collected at 15, 30, and 45 days post-instruction. The participants were three students with visual impairments enrolled at the Türkan Sabancı Primary School for the Visually Impaired in the Üsküdar district of Istanbul. Social validity data were obtained from the participants' parents via semi-structured interviews employing a subjective evaluation technique. The study employed a single-case experimental design, specifically a multiple-probe design across participants. The findings indicate that reading comprehension instruction implemented with three-dimensional tactile and audio stories through Direct Instruction was effective in improving students' reading comprehension and in maintaining these gains at 15, 30, and 45 days after instruction. The students were also able to generalize the stories across different people and settings, and parents expressed positive views regarding the approach. Overall, the results suggest that three-dimensional tactile and audio story materials can serve as supportive and sustainable instructional tools for the reading development of students with visual impairments.