Author Information
Daisy Corpuz, University of Southeastern Philippines, PhilippinesAngel Lyca Angel Lyca Verana, University of Southeastern Philippines, Philippines
Judie Mae Ngoyo, University of Southeastern Philippines, Philippines
Abstract
Students with low vision face significant challenges in developing key writing skills, which are essential for success in English. Traditional teaching methods often fail to consider these students' specific motor and spatial needs, making it necessary to provide targeted and accessible support. This action research examined the effects of a modified writing tool, featuring customized A4-sized notebooks with a colored cover and internal pages that have high-contrast, alternating red and blue horizontal lines spaced exactly 1 inch (about 2.5 cm) apart, along with Non-Visual Desktop Access (NVDA) screen reader support. This intervention focused on a Grade 2 student with low vision who had considerable writing difficulties. Using a single-case study design, data were collected through pre- and post-intervention writing assessments (assessing samples for legibility, formation, and organization), classroom observations, and interviews with the student's parent and teacher. The findings showed clear improvements in the student's handwriting legibility, sentence formation, and writing organization, as well as noticeable gains in confidence and independence. This study indicates that combining high-contrast visual aids and auditory support can create a more inclusive and effective writing experience. The results highlight the importance of using adapted materials to build basic writing skills for a student with low vision, with assistive technology like NVDA playing a crucial role in improving comprehension and motivation in inclusive classrooms.
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