The impact of the braille system on vocabulary acquisition in visually impaired students.

Abstract

This study examined the impact of the Braille system on vocabulary acquisition and learner autonomy in a visually impaired student during the 2026–2027 academic period. Using a single-case design, data were collected through structured observation checklists and semi-structured interviews at an educational unit in Flavio Alfaro canton. The findings revealed that Braille-mediated instruction effectively supported vocabulary learning, with 57% of behavioral indicators observed frequently and 43% occasionally. The student demonstrated consistent strengths in tactile decoding, sustained motivation, and vocabulary retention following guided practice, while autonomous skills such as independent word recognition and contextual inference emerged progressively. Student self-reports confirmed that tactile repetition and hands-on activities facilitated memory consolidation and fostered academic independence. These results indicate that vocabulary acquisition through Braille operates as an integrated process wherein tactile access, structured repetition, and active participation mutually reinforce lexical development. The findings carry significant pedagogical implications, emphasizing the necessity of incorporating repetitive tactile activities into vocabulary instruction to optimize retention and foster strategic independence among visually impaired learners. Despite contributions to understanding tactile-kinesthetic language processing, the single-case design limits generalizability. Future research should employ larger samples and longitudinal designs to track long-term vocabulary development and compare different tactile learning modalities.