Abstract
Co-reading (when parents read aloud with their children) is an important literacy development activity for children. HCI has begun to explore how technology might support children in co-reading, but little empirical work examines how parents currently co-read, and no work examines how people with visual impairments (PWVI) co-read. PWVIs' perspectives offer unique insights into co-reading, as PWVI often read differently from their children, and (Braille) literacy holds particular cultural significance for PWVI. We observed discussions of co-reading practices in a blind parenting forum on Facebook, to establish a grounded understanding of how and why PWVI co-read. We found that PWVIs' co-reading practices were highly diverse and affected by a variety of socio-technical concerns - and visual ability was less influential than other factors like ability to read Braille, presence of social supports, and children's literacy. Our findings show that PWVI have valuable insights into co-reading, which could help technologies in this space better meet the needs of parents and children, with and without disabilities.
