LINGUISTIC SKILLS, READING MOTIVATION AND BRAILLE LITERACY: AN EXPLORATORY STUDY OF TEACHER PERSPECTIVES

Abstract

This study investigates special education teachers’ perspectives on the relationship between linguistic skills, reading motivation, and Braille literacy in students with visual impairments. A qualitative exploratory design was employed, with semi-structured interviews conducted with 25 teachers from special and inclusive schools in Pakistan. Data were analysed using Braun and Clarke’s six-phase framework for thematic analysis. Results revealed that phonological awareness, morphological understanding, syntax, and vocabulary form the foundation of Braille literacy, yet instruction often prioritizes symbol recognition over linguistic development. Teachers noted difficulties among students in handling compound and derived words, sentence construction, and vocabulary acquisition, which limit reading comprehension and written expression. Reading motivation was identified as a critical driver of literacy progress, though its development is hindered by limited age-appropriate Braille resources and insufficient teacher training. The findings emphasize the importance of integrating linguistic instruction, motivational strategies, and collaborative support through individualized teaching, family engagement, and peer interaction—to strengthen Braille literacy outcomes.