DOTS for Braille Literacy (Development of Teacher Support) Volume 10, Number 2 Spring 2005

In this issue. . .

• From the Editor
  
  
• Busy as a Braille Bug®
  
  
• Important Projects Need Your Participation
  
  
• New Family Resource
  
  
• BANA Meets in Cincinnati, Elects Officers, and Conducts Open Forum
  
  
• New From NBP
  
  
• Dear DOT
  
  
• The Opportunity of a Lifetime: NCLVI
  
  
• Save the Dates!

From the Editor

I feel quite fortunate to have been involved in the field of blindness and visual impairments, and to have had wonderful mentors. There are so many generous people in our field, people who give much of their time, their experience, and their creativity. So it is especially hard to lose these folks; we lose not only their voices but also their listening ears. We have recently lost two champions for braille literacy and their loss is and will be felt keenly in our field for a long time to come. Both of them taught us so much.

First, on January 29, 2005, we lost Sally Mangold. Dr. Mangold was not only the developer of the Mangold Developmental Program for Tactile Readiness and Letter Recognition, and of the SAL braille device. She was first and foremost a teacher. What did I learn from Sally? I learned to be attentive to children and what their behaviors tell us; to try another way; and above all, that there is a gracious way to listen to others and discuss controversial or difficult subjects. Sally was the most courteous and civil person I have known, a lady who was able to keep her equanimity and good humor even during trying times.

Just over a week after Sally's death, we learned of the loss of Alan Koenig, on February 6. Dr. Koenig was the editor of the Journal of Visual Impairment & Blindness, and the author of many books and articles about literacy and children who are blind or visually impaired. He also served on the advisory committee for AFB's National Literacy Center, and we worked on a number of committees and projects together. Alan was another mentor and friend, someone from whom I learned a great deal. Alan's lessons to me had to do with the importance of treating everyone ethically and fairly, the importance of listening carefully to all sides of an issue. He taught me about good writing (Alan was one of the best), and about good teaching. He taught me about strength in adversity, and patience and forbearance in difficult times.

How can we continue to honor these two advocates for literacy and for braille? Simply by continuing to insist on high standards in teaching, and make our primary work that of meeting the individual needs of students. We must be resolute that our students receive daily instruction in reading and writing from a qualified teacher, and that we continue to have high expectations for our students. We must advocate for quality services for adults who wish to learn braille, and provide them with appropriate instruction and adequate support. We need to keep Sally's and Alan's lessons in our hearts but also make their lessons visible by our actions.

—Frances Mary D'Andrea, Editor, DOTS

Busy as a Braille Bug®

The American Foundation for the Blind continues to expand and update our Braille Bug® web site— www.afb.org/braillebug—to add features for teachers and parents as well as for children. We're pleased to announce two new developments.

The first new item is Braille Bug Book Spots—a calendar of literacy events including special days to observe, author birthdays, literacy links, and more. The Braille Bug Book Spots calendar feature is found in the link for Parents and Teachers on the AFB Braille Bug® home page, or you can get to it directly by visiting www.afb.org/braillebug/calendar.asp.

Also new is a column called Ask Keller, an interactive feature in the Helen Keller Kids Museum Online that allows kids and teachers to send their questions to Keller Johnson-Thompson, Helen's great-grandniece. To see the featured column each month visit www.afb.org/braillebug/askkeller.asp.

And of course the Braille Bug Book Club continues to feature new books each quarter. Currently, our traveling Bug is heading west. The Braille Bug is exploring West Africa by reading Uncommon Traveler: Mary Kingsley in Africa by Don Brown. The western part of the United States is described in Walk Two Moons by Sharon Creech. As always, the books chosen for the club are available in braille or in print (the site tells you where to find the books in braille). Don't forget to check the link in the Reading Club area that says "Message for Parents and Teachers" to find suggestions and activities to accompany the books featured each quarter. Children can also post their thoughts about the books on the Braille Bug Message Board area.

The American Foundation for the Blind (AFB) created the Braille Bug® web site to teach sighted children about braille, and to encourage literacy among all children. Help promote the reading of high quality children's literature, and visit the Braille Bug® today!

Important Projects Need Your Participation!

The new clarion call is for our educational practices to be "scientifically based." As part of the No Child Left Behind Act, teachers must be highly qualified and use research-based methods of teaching. Our field has been concerned that there isn't enough research being done, and that many studies are decades old. Luckily, there are a number of studies going on now. All they need is YOU! Read the descriptions for the following studies, and consider participating. The future of our field depends on high quality studies and the practices they support.

1. Survey on tactile graphic products
   Karen Poppe, APH Tactile Graphics Project Leader, is conducting an online survey to garner input from teachers of the visually impaired on tactile graphic products from the American Printing House for the Blind. This short, user-friendly survey requests respondents' current use of APH's tactile graphic products, suggestions for product enhancements or modifications, and recommendations for future tactile graphic products. APH depends on candid and creative suggestions from teachers to help guide us in the provision of necessary products to students with visual impairments and blindness. To respond to the survey, visit: www.aph.org/edresearch/tgp_survey.html.
   
   
2. Survey on the performance of youth who are blind/visually impaired in the areas of math and science
   The National Federation of the Blind (NFB) invites you to participate in an important research study which will build on previous research and identify more precisely the resources required to improve the participation and success level in science and math of students who are blind or visually impaired. Summaries of the survey data will be available to other researchers and will be reported on the NFB Jernigan Institute web site and other appropriate venues. It is not necessary to identify yourself when submitting this survey, and individual responses will be handled confidentially.
   
   For additional information and to complete the survey, visit the following link: www.aph.org/edresearch/nfbsurvey.html.
   
   
3. Survey regarding instruction in dual media (print and braille)
   The program in visual disabilities at Vanderbilt University is conducting a study investigating instruction for students who use both print and braille. If you currently teach any students who are learning or using both media, please participate in this survey. Visit the following link and fill out the survey: www.vanderbilt.edu/specialeducation/pvd/dualmediasurvey/.
   
   For more information, or if you have any questions, please contact Kelly Lusk at 615-322-8372 or e-mail: kelly.lusk@vanderbilt.edu.
   
   
4. Interviews of high school student musicians with visual disabilities
   Frederick Moss, a doctoral candidate in music education at the University of Michigan, is interviewing high school students who are blind or visually impaired and are participating in their regular public school bands or orchestras. Mr. Moss is interested in learning about the experiences of blind and visually impaired students to help music teachers across the United States provide more effective instruction for these young people. Currently, there is virtually no research that addresses the specific needs of students who are blind or visually impaired in music education settings like high school band and orchestra. If you or someone you know is a high school band or orchestra student who is blind or visually impaired, contact Mr. Moss using the information provided below. Individuals agreeing to participate will need to commit to at least two telephone interview sessions. Each session requires approximately one and one half hours. Mr. Moss, who is visually impaired, is interested in mentoring study informants in appreciation for their participation.
   
   For more information, contact Frederick Moss, doctoral candidate in music education; University of Michigan, P.O. Box 130912, Ann Arbor, Michigan 48113; phone: 734-998-3466; e-mail: fwmossj@umich.edu.
   
   
5. Study on oral and written language of fourth and fifth graders who are blind, low vision, and sighted
   This dissertation project led by Deborah Tierney Kreuzer will analyze the status of writing practices in fourth and fifth grade students with visual impairment and blindness. It will focus on the presence of concepts and verbalisms in the oral and written language of fourth and fifth grade students with visual impairment and blindness and compare various aspects of their writing to the writing of a sighted, same-aged peer group. Three groups of students will be separated by means of their visual abilities and literacy medium: braille, large print, and regular print. The author is concerned that students with visual impairments and blindness are required to pass statewide examinations, and yet the field is not informed about the quality of written expression as performed by students with visual impairment and blindness. The project is intended to add knowledge to this area.
   
   Ms. Kreuzer is seeking students who fit the following description to participate in this dissertation project: blindness or visual impairment, present since birth; no additional disabilities (as identified on IEP); braille or print reader; the home language of the student is English; reading at or near grade level (within one to two years). For more information, contact Deborah Tierney Kreuzer, principal investigator and doctoral student at University of California, Berkeley; phone: 510-794-3800 x213; e-mail: dkreuzer@csb-cde.ca.gov or dkreuzer@pacbell.net.
   
   
6. Invitation to field test science materials
   Secondary teachers and their students are invited to participate in field testing the new "Evolving Universe" Adapted Curriculum Enhancement (ACE) materials. These ACE materials, which have been pilot tested at the Colorado School for the Blind during the 2003-2004 school year, translate leading-edge science from NASA's Genesis mission into teacher guides, student activities, texts, and tactile learning materials for visually impaired students.
   
   During the development of the Evolving Universe materials, funded through a NASA Initiative to Develop Education through Astronomy and Space Science (IDEAS) grant, CSDB and McREL worked closely with scientists from the Jet Propulsion Laboratory and Los Alamos National Laboratory to ensure science content accuracy.
   
   The Evolving Universe module focuses on the origins of the universe. Students study tactile models of specific features of the present universe to gain a better understanding of the difficulties of conducting science on large time and distance scales by indirect observation and inference. They then work backward from contemporary models of the universe to envision a reasonable initial state of the cosmos.
   
   These materials are available for examination and use at www.ace-education.org/. You are invited and encouraged to field test these materials by May 1, 2005 and be sure to go online and provide your feedback. For more information, contact Donna Bogner; e-mail: dbogner@mcrel.org; web site: www.ace-education.org.

New Family Resource

Arizona Schools for the Deaf and the Blind (ASDB) is pleased to announce that Dots for Families, Ongoing Literacy for Families of Children with Visual Impairment is now available on the ASDB web site early childhood page, found at www.asdb.state.az.us/ecfe/projects.html.

Designed and written by Dr. Penny Rosenblum of the University of Arizona, and Linda Reed, M.Ed., of the ASDB Parent Outreach Program, this site offers families and others the opportunity to learn about braille and how the young child might use braille to develop literacy skills. Starting with the braille alphabet, families and others can learn to read and write beginning braille through 15 short lessons. Other pages on this web site include "Who's who in Braille," "Fun and Games," "Stories," and "Resources." Additional pages are still being developed. The course developers value input from visitors to the site, and ask them to complete the feedback form. The developers plan to add new features to the web site, so they invite teachers and parents to visit the site often!

For more information, contact Dr. Penny Rosenblum at the University of Arizona; phone: 520-621-1223 (office); fax: 520-621-3821; web site: www.ed.arizona.edu/rosenblum.

BANA Meets in Cincinnati, Elects Officers, and Conducts Open Forum

The Braille Authority of North America (BANA) held its fall 2004 meeting in Cincinnati from November 4-7, 2004. It was hosted by the Clovernook Center for the Blind and Visually Impaired and held at Clovernook and the Hilton Cincinnati Netherland Plaza.

Elections were held. The results are as follows:

Kim Charlson, Chairperson*
Warren Figueiredo, Vice-Chairperson*
Carol Morrison, Secretary
Sue Reilly, Treasurer*

* re-elected for a one-year term

Chairperson: Kim Charlson (Watertown, MA) represents the American Council of the Blind and is employed as the Director of the Braille & Talking Book Library at the Perkins School for the Blind.

Vice-Chairperson: Warren Figueiredo (Baton Rouge, LA) represents the American Printing House for the Blind and has recently retired as the Director of the Louisiana Instructional Materials Center.

Secretary: Carol Morrison (Los Angeles, CA) serves as the representative for the Braille Institute of America, where she was Assistant Director of the Braille Press until her recent retirement after 26 years of employment there. She is the Immediate Past President of CTEVH, and the current President of the San Fernando Valley Braille Transcribers. Carol is liaison to BANA's Tactile Graphics Technical Committee.

Treasurer: Sue Reilly (Chula Vista, CA) represents the California Transcribers and Educators of the Visually Handicapped and is employed as the Operations Specialist, Special Education Programs Division, San Diego City Schools.

Three new members have recently joined the BANA board.

Judy Dixon (Arlington, VA) represents the National Library Service for the Blind and Physically Handicapped of the Library of Congress where she is Consumer Relations Officer. She is a life-long braille reader, a certified braille proofreader, and a strong advocate for braille. She has coordinated numerous braille-related activities at NLS including editing a compendium of articles by braille notables called Braille into the Next Millennium; managing Web-Braille, NLS's braille book and magazine Internet service; and conducting a braille reader survey. Judy will serve as Bylaws Committee Chairperson and is liaison to the Refreshable Braille Committee.

Jennifer Dunnam (Minneapolis, MN) represents the National Federation of the Blind. She is the author of The Slate Book, serves on the board of the National Association to Promote the Use of Braille and is employed as Document Conversion and Access Assistance Coordinator in the Disability Services of the University of Minnesota. Jennifer will serve as liaison to the Music Committee.

Diane Wormsley (Drexel Hill, PA) represents the Association for Education and Rehabilitation of the Blind and Visually Impaired. She is currently employed as an Associate Professor and Program Director of the Professional Preparation Program in Education of Children with Visual and Multiple Disabilities at the Pennsylvania College of Optometry in Elkins Park, PA. Her recent book, Braille Literacy: A Functional Approach, is published by AFB Press. She is a member of BANA's Research and Outreach Committees.

Two BANA technical committees will each have a new chairperson. Caryn Navy will work with the Refreshable Braille Committee. Betsy Burnham will assume a leadership role with the Early Literacy Materials Production Committee.

Caryn Navy says: "I became totally blind at age 11, and I have been a braille reader since the sixth grade. I received a Bachelor's degree in Mathematics from M.I.T. and a Master's degree and Ph.D. in Mathematics from the University of Wisconsin-Madison. I got hooked on refreshable braille when I purchased a VersaBraille in 1980. It was an indispensable tool in writing my Ph.D. dissertation, as I could edit my work in Nemeth Code without having to throw away page after page from my Perkins Brailler. I continued to make heavy use of my VersaBraille as an assistant professor of Mathematics at Bucknell University from 1981 to 1984. In 1984 I joined the staff of Raised Dot Computing, the software company which my husband, David Holladay, had founded. At Raised Dot Computing, and since 1999 at Duxbury Systems, I have enjoyed delving into the details of a variety of braille codes. In the early 1990s, making sure that our MegaDots software could create material in Linear Braille Format was an important factor in setting up the MegaDots document structure, which reflects many of the elements of Linear Braille Format, such as 6 levels of heading. My old VersaBraille is in the attic now. But I continue to use refreshable braille both at work and in my personal life. I look forward to helping to advance the work of the Refreshable Braille Technical Committee."

Betsy Burnham will assume the chair of the Early Literacy Materials Production Committee. Betsy is currently working as an Editor and Trainer for the Accessible Textbook Initiative and Collaboration Project (ATIC) of the American Printing House for the Blind. Her other volunteer work currently consists of serving as a board member of the MD/DC Chapter of AER, a member of the AFB Solutions Forum, and continuing to give workshops for the National Braille Association. Betsy has been involved in the writing and presentation of the AFB Solutions Forum Training entitled "Working with Publisher's Files for the Transcription of Textbooks" and in the concept and writing of The NBA Braille Formats Course. She has also served as a committee member for the writing of the curriculum for the Northwest Vista College Course for Transcribers of Educational Material. Betsy's interest in braille began as a teenager while her father was the superintendent of the New York State School for the Blind. As her family lived on the campus of the school, Betsy had many friends who attended the school. She learned braille so that she might write notes to her friends. When Betsy's children began to attend school for a full day, she decided to go back to the "world of braille." She began working at the Maryland School for the Blind as a paraprofessional, working with the students attending the public schools for some of their coursework. She left MSB after 15 years to work for APH. During her tenure at MSB she became certified in braille, became the only braillist at the school, and finally helped to develop and later supervised the braille production department of the IRC.

BANA held an Open Forum on Thursday, November 4, 2004, to gather feedback from braille readers, proofreaders, transcribers, and educators on specific braille symbols and formatting concerns in an effort to be more responsive to ever-changing and complex braille transcription and readability issues. Topics discussed included: print page numbers shown in literary text; special symbols pages for books including Computer Braille Code; the slash; uncontracted and contracted braille with foreign words and phrases within English context; braille equivalents for the copyright, registered, and trademark symbols; and emphasis in early education materials.

For minutes of the open forum visit www.brailleauthority.org or request print or braille copies from Kim Charlson.

New From NBP

A few years ago, National Braille Press first offered Primary Phonics: Set 1 which quickly became a favorite among teachers. Due to popular demand, Primary Phonics: Set 2 by Barbara W. Makar is now available from NBP. The new set takes students to the next level, building skills in the following areas:

• Controlled vowels
• Initial consonant blends
• Final consonant blends
• Consonant digraphs (sh, ch, wh,th)
• Vowel digraphs (ie, oe, ee, oa, ai, ea, ee)
• Short vowel sounds
• Silent-e
• Sight words
• Using phonics to read decodable, connected text

Primary Phonics is a systematic, phonics-based early reading program from Educators Publishing Service. The series builds essential literacy skills including phonemic awareness, phonics, fluency, and comprehension. The program allows students to work at their own pace, and the handy carrying case allows teachers to freely distribute individual booklets to students as they are ready. The set includes ten storybooks produced in large print, contracted and uncontracted braille, all in a carrying case, suitable for ages 4-7. Each booklet is only about 16 pages long, with 1-4 sentences on each page. It's easy to feel a sense of accomplishment with these bite-size portions.

To read more about the two Primary Phonics Sets visit NBP's web site at www.nbp.org/ic/nbp/PHONICS2.html.

Primary Phonics Set 2 sells for $20. The first set, Primary Phonics: Set 1, covers earlier phonic sounds. You can order both sets for $35 and save a bit.

To order contact National Braille Press, 88 St. Stephen Street, Boston, MA 02115-4302; phone: 800-548-7323 toll-free; outside the U.S. and Canada: 617-266-6160 ext. 20; Fax an order to 617-437-0456. (Please note that a $5 processing fee will be added to all purchase orders.)

And while you're visiting the NBP web site, sign up to receive an automatic announcement when the sixth Harry Potter book becomes available in braille this summer. Harry Potter and the Half-Blood Prince will be published by Scholastic in July 2005, and National Braille Press will be preparing the braille edition right after that. And the already published volumes are now available at even lower prices! Visit www.nbp.org for all the details!

Dear DOT

Dear DOT,

My student uses great hand movements when she reads braille, and can read aloud with fluency. But she has a lot of trouble understanding what she is reading. She often can't tell me what a story is about even though she just read it flawlessly. What are some strategies I can use to increase her comprehension skills?

Signed, Clara

Dear Clara,

There are a number of comprehension strategies that you can try with your student. You may wish to start with concept development, to make sure that she has a good experience base with which to understand the stories she is reading. It's difficult to understand a story about farm animals if the student has never been on a farm and can't see the pictures. You may want to use some language experience stories using her own words to write stories about activities she has done. That way you can be sure that you are using vocabulary she is familiar with and describing experiences she has had.

Here are a few other of the many comprehension strategies you can try:

• Set a pre-reading purpose. Sometimes giving a short introduction of the story to let the child know what to expect can help the student focus on meaning. For example, you could say, "Let's read this story and see what happens when Kevin doesn't listen to his mother." This will help the student focus on the central problem of the story and the events that unfold from that.
• Help student activate prior knowledge. A powerful strategy when introducing a story is to discuss what the student already knows about the subject of the story before she reads it. For example, if the story is about frogs, the student can list what she already knows about frogs, if anything. This can also help the student make predictions as to what might happen in the story. The "K-W-L" strategy can be used where the student first lists what she "Knows" about the subject, then lists what she "Wants" to know. After reading, the student can then list what she has "Learned" from the story. This simple strategy focuses clearly on gaining meaning from a passage.
• Encourage use of context clues and help students make predictions. Some students are so intent on speeding ahead as they read that they don't pause to focus on what they're reading. Good readers monitor their own comprehension by making predictions as they read—that is, by guessing what might happen, asking questions, putting themselves in the place of the story characters, and so forth. Encourage students to pause in places and verbalize questions and predictions they may have, and then see if those predictions are accurate.
• Use of the cloze procedure. The cloze procedure can be both an assessment and an instructional procedure. With the cloze procedure, find a passage on the child's reading level or below, leave the first sentence alone, and then after that replace every fifth word with a blank. (For young children and beginners, the teacher can remove every 10th word, or every 7th word.) The student is asked to read the passage and guess or figure out what the missing word might be. This procedure gives the teacher information on the student's use of context clues, semantics, and syntax.
• Teach use of metaphors and figures of speech. Some students have difficulty understanding metaphors, similes, and other figures of speech, especially if they're based on visual comparisons or unfamiliar ideas. Instruction in identifying and understanding common figures of speech (such as "skeleton in the closet" or "the snow was a soft blanket that covered the earth") can sometimes help comprehension.
• Do "think alouds" to model comprehension strategies. The mental work of reading and writing is not always apparent to students with poor comprehension. Some students don't know what good readers do while they read—they don't understand how to monitor their reading, or that good readers use different strategies with different kinds of texts. The teacher can do a "think aloud" to model what goes through a reader's mind as he or she is reading. The teacher can read aloud a text with the student and stop frequently to verbalize thoughts and predictions as the story goes along. Additional information on how to conduct a think-aloud with your student can be found on the National Council of Teachers of English (NCTE) site "Read-Write-Think," www.readwritethink.org/lessons/lesson_view.asp?id=139.
• Use student interest to increase motivation. With some students who have poor comprehension simply using stories and passages that are of high interest can be the "hook" that gets them reading with interest. Once the student is reading things of high interest, you can build and expand upon that topic by suggesting related topics or other works by the same author.

These are just a few comprehension strategies to try with your student. There are many others, of course! The key thing is to remember that the purpose of reading is to understand—fluency is useless without comprehension.

Signed,
DOT

The Opportunity of a Lifetime: NCLVI

The Pennsylvania College of Optometry announces the establishment of the National Center for Leadership in Visual Impairment (NCLVI), a collaborative agreement funded by the U.S. Office of Education, Office of Special Education Programs. NCLVI will provide a unique doctoral study experience for 25 qualified individuals committed to the education of children who are blind or visually impaired. Full tuition and a minimum of $20,000 annual living stipend will be provided to NCLVI Fellows for up to four years of full-time study while they earn their doctorate at any one of 14 consortium member universities. Potential applicants (US Citizens only) must first be accepted into a doctoral program at one of the NCLVI consortium universities (listed below) and then be selected by NCLVI through a rigorous application procedure. Two national cohorts of students will be selected, the first to begin in the fall of 2005 and the second cohort to begin in the fall of 2006. Funding is available for a total of 25 students. These NCLVI Fellows will participate together in a structured added-value enrichment program in addition to their University Doctoral Program in Special Education.

The universities that are part of the consortium are California State University, Teachers College Columbia University, Florida State University, Northern Illinois University, Ohio State University, San Francisco State University, Texas Tech University at Lubbock, University of Arizona, University of Louisville, University of Northern Colorado, University of Pittsburgh, University of Utah, Vanderbilt University, and Western Michigan University.

The enrichment program is being designed by the NCLVI university consortium with input from a Public Advisors Council (PAC) that includes national professional, consumer and parent organizations in the field of blindness as well as other relevant professional organizations in higher education and special education (to see the list of advisors, visit www.pco.edu/nclvi/public_advisors.htm). The enrichment program will include face-to-face research and issue-based seminars, online discussions, cohort listservs, opportunities for short- and long-term fieldwork experiences and internships including housing provided by members of PAC and the organizations they represent, and funds for travel and waivers of registration at selected national conferences and meetings. The enrichment activities will provide NCLVI Fellows with opportunities never before enjoyed by doctoral students either individually or as a group.

For additional information contact Dr. Missy Garber, NCLVI Project Coordinator, e-mail: mgarber@pco.edu; phone: 215-780-1502; web site: www.pco.edu/nclvi.htm.

Save the Dates!

Time & Tides

Canadian Vision Teachers Conference

May 12-15, 2005

Halifax, Nova Scotia

www.apsea.ca/timetide.htm

National Braille Association

Fall Conference and Workshops

October 20-22, 2005

Seattle, Washington

www.nationalbraille.org

Getting in Touch with Literacy

December 1-3, 2005

Denver, Colorado

www.gettingintouchwithliteracy.org

"In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists."
—Eric Hoffer (1902-1983)

This newsletter is published by the American Foundation for the Blind (AFB) and funded in part by contributions to the National Literacy Center. However, information contained herein does not necessarily reflect the position or policy of AFB or its contributors and no endorsement by AFB or its contributors should be inferred.

© 2005 American Foundation for the Blind
Contents may not be reproduced without permission.

DOTS is published three times a year (October, February, and June), and is available in regular print, braille, via e-mail, or on disk. If you'd prefer to be reading this in a different format, please contact the editor at:

DOTS
American Foundation for the Blind
100 Peachtree St., Suite 620
Atlanta GA 30303
Telephone: 404-525-2303
Fax: 404-659-6957
E-mail: literacy@afb.net

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