Education Commons^™

Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry

Doctoral Dissertations

In the last 40 years, there has been a shift in where deaf and hard-of-hearing (d/hh) students have been educated (Foster & Cue, 2009), with a majority of d/hh students now spending at least part of their school day in the general education classroom instead of residential or day-schools for the deaf. Many of these students receive specialized support from an itinerant teacher. D/hh children have unique language needs due to their access (or lack thereof) to natural language for acquisition purposes. Insufficient access to language, ASL or English, may be due to: delays in identification and/or amplification, auditory input …

Developing A Written Language Inventory For Deaf And Hard Of Hearing Students: A Systemic Functional Grammar Approach, Jennifer Renée Kilpatrick

Doctoral Dissertations

Deaf and hard of hearing (d/hh) students are extremely diverse in language development due to vast differences in residual hearing, response to hearing technologies, and exposure to American Sign Language. Writing is a struggle for these students who have delayed and limited access to English. Studies have found that d/hh students continue to lag behind their hearing peers in syntactic development. Unfortunately, current methods of writing assessment do not provide teachers with sufficient information regarding the syntactic development of d/hh students. This dissertation responds to the need for an assessment that is able to provide this information that is necessary …

Developing Students’ First Language Through A Second Language Writing Intervention: A Simultaneous Approach, Hannah Marie Dostal

Doctoral Dissertations

Deaf and hard of hearing (d/hh) children often acquire an L1 after age 3, thus are arguably more diverse than that of the general bilingual population. A unique problem therefore exists among d/hh late language learners—they often do not have an L1 to later develop an L2. This study investigated the impact of an English writing intervention (Strategic and Interactive Writing Instruction, SIWI) that incorporates support for the development of American Sign Language in an effort to illustrate the necessity of explicitly addressing the proposed interdependence of language learning.

The research involved providing 23 upper elementary and middle school d/hh …