Fingerprint is a program to introduce new readers to braille.
Fingerprint introduces braille symbols in units. When a new reader is using the Fingerprint program, it is important not to give that reader braille that uses braille symbols that have not yet been reinforced.
Here is some technical data about Fingerprint:
DBT can be used to help you produce customised reading and reinforcement materials for your student, by transcribing text to braille using only the contractions appropriate for the Fingerprint unit on which your student is working.
Note that DBT is not intended to be used apart from a structured curriculum and supporting materials designed by the developers of Fingerprint. These are available from the RNIB.
Nor does DBT automate special handling of punctuation marks and many indicators (e.g. the italic indicator). DBT can help you to prepare texts that automatically avoid the use of contractions. But avoiding other issues symbols not yet known to your student will mean sometimes avoiding certain symbols or text attributes in the source material. That is your responsibility. You can use the Unit listing below as a handy reminder of what has not yet been introduced to your student.
DBT can be used to help produce equivalent materials in both double-spaced and single-spaced versions.
There are 22 units, but no new signs are introduced in Unit 20.
The 26 letters are taught - but not in alphabetical order - in units 1-3.
The complete alphabet
Punctuation: full stop
Special signs: numeral sign
Wordsigns: all alphabetic wordsigns (e.g. "b" for "but" ... "z" for "as")
Contractions: and, st
Shortforms: about, above, according, across, after, afternoon, afterwards, again, against
Wordsigns: this, was
Shortforms: also, almost, already, although, altogether, always
Contractions: be (at the start of words)
Wordsigns: be, were
Shortforms: because, before, behind, below, beneath, beside, between, beyond
Contractions: ch, sh
Wordsigns: child, shall
Shortforms: children, could, would, should, either, neither, first, friend, good, great, him
Contractions: ar, er
Shortforms: immediate, its, letter, little, much, such, must, necessary, o'clock, paid, said, perhaps
Contractions: the, ing
Shortforms: quick, today, tomorrow, tonight, together, your, blind, braille
Contractions: of, with, gh, wh, ble
Punctuation: comma, question mark
Contractions: for, ed, ou, ow
Wordsigns: to, by, into, enough, his, in
Composite signs: cannot, had, many, spirit, world, their, upon, word, whose, those, these
Contractions: ea, bb, cc, dd, ff, gg, en, in, con, dis, com
Composite signs: day, ever, father, here, know, lord, mother, name, one, part, question, right, some, time, under, work, young, character, through, where, ought, there
Composite groupsigns: ound, ance, sion, less, ount, ence, ong, ful, tion, ness, ment, ity, ally, ation
Shortforms: deceive, deceiving, receive, receiving, conceive, conceiving, perceive, perceiving, declare, declaring, rejoice, rejoicing, herself, himself, itself, myself, oneself, thyself, yourself, yourselves, themselves, ourselves
Punctuation: exclamation mark, colon, semi colon, speech marks, brackets, hyphen, dash, ellipsis, oblique stroke, accent sign (dot 4)
Special signs: letter sign (dots 5-6), italic sign (dots 4-6)
Mathematical signs for: maths comma (dot 3), decimal point (dot 2), plus, minus, times, divide, equals, per cent, degrees (dots 3-5-6), mathematical separation sign (dot 6), pound sign (dots 1-2-3)
Punctuation: long dash (dots 3-6 four times), asterisk (dots 3-5 twice), dagger (dots 2-4-6 then 1-3-5)
Special signs: poetry sign (dots 3-4-5), capital letter sign (dot 6)
Shortforms (religious - used in old bibles, etc): Christ, God, Jesus, unto, faith, glory, grace, holy, saith
AUTHOR: Nigel Berry, RNCB (1993)
COMMENTS: A braille reading and writing course for newly-blinded adults. This is a self-instruction course which requires occasional tutorial support. It consists of eleven volumes of material and eleven audio cassettes. RNIB have produced Teachers' notes and tapescripts to help the teacher move around the course independently of the student.
This course was evolved over several years of teaching college students of average ability, so it has been well tested and it is thought that it could be of help to older adults as well. The materials consist of a teacher's manual, eleven training volumes together with a teaching tape for each. Self-help is encouraged but some direct teaching is also needed. Emphasis is laid on learning the correct use of touch and good techniques in writing. Good reading habits are encouraged by the provision of tracking exercises at the beginning of the scheme and the use of double spacing immediately followed by the same material in single spacing. This is intended to encourage fluent reading. Rules are introduced as they are needed. Words and sentences are followed by story paragraphs often involving the day by day activities of two people. At the end of each volume there is a page for timing speed and a twenty-sentence exercise.