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Full-Text Articles in Education
Differentiating Writing Instruction For Students Who Are Deaf And Hard Of Hearing, Hannah M. Dostal, Kimberly A. Wolbers, Jennifer Kilpatrick
Differentiating Writing Instruction For Students Who Are Deaf And Hard Of Hearing, Hannah M. Dostal, Kimberly A. Wolbers, Jennifer Kilpatrick
Theory and Practice in Teacher Education Publications and Other Works
Researchers have long highlighted the need to apply evidence-based approaches to writing instruction for students who are 1d/Deaf and hard of hearing (d/Dhh). Yet, the majority of the research base for effective writing instruction and intervention is based on studies of hearing children, with or without disability labels. Therefore, existing interventions often fail to account for the unique language and literacy needs of d/Dhh students. In this article we describe an approach that enhances the power of Interactive Writing (IW) instruction, an evidence-based approach for typically developing students, that is specifically designed to engage and support d/Dhh learners. We begin …
American Sign Language Curriculum And Materials, Michelle Grace Swaney
American Sign Language Curriculum And Materials, Michelle Grace Swaney
Masters Theses
American Sign Language (ASL) began to gain widespread acceptance as a foreign language in the 1990s, but instruction, programming, teaching and learning are still in the process of developing and transitioning into a mature field. This thesis study is designed to assess: perceived gaps in current ASL curriculum utilized for ASL 1-6, how and to what extent curriculum is supplemented by instructors in these courses, and how ASL lab is implemented and to what extent supplemental materials are needed. This information will help guide future development of instructional materials that follow the American Council of the Teaching of Foreign Languages …
Developing Language And Writing Skills Of Deaf And Hard Of Hearing Students: A Simultaneous Approach, Hannah M. Dostal, Kimberly Wolbers
Developing Language And Writing Skills Of Deaf And Hard Of Hearing Students: A Simultaneous Approach, Hannah M. Dostal, Kimberly Wolbers
Theory and Practice in Teacher Education Publications and Other Works
In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences and engage critical thinking and reasoning (Allington & Johnston, 2002, Vygotsky, 1987; Wertch, 1991). This study investigates the impact of Strategic and Interactive Writing Instruction (SIWI) on the development of signed expressive language (ASL) and written English. Our analysis demonstrates that a focus on ASL did not detract …
Deaf Writers’ Application Of Asl Knowledge To English, Kimberly Wolbers, Lisa M. Bowers, Hannah M. Dostal, Shannon C. Graham
Deaf Writers’ Application Of Asl Knowledge To English, Kimberly Wolbers, Lisa M. Bowers, Hannah M. Dostal, Shannon C. Graham
Theory and Practice in Teacher Education Publications and Other Works
Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate use of ASL linguistic features in their writing of English. In this study, we investigated the extent to which 29 d/hh students in grades 6-8 (mean age = 13.2) with diverse ASL exposure incorporated ASL features in their English writing. We also investigated the impact of one year of Strategic and Interactive Writing Instruction (SIWI) to increase students’ metalinguistic knowledge …
Impact Of Interpreters Filling Multiple Roles In Mainstream Classrooms On Communication Access For Deaf Students, Heather Rebecca Lawson
Impact Of Interpreters Filling Multiple Roles In Mainstream Classrooms On Communication Access For Deaf Students, Heather Rebecca Lawson
Masters Theses
Educational interpreters nationwide fill a variety of roles in their schools, including interpreter, tutor, assistant, consultant, and others, and the impact of these roles on the interpretation of classroom discourse is uncertain. In order to provide deaf students with the free appropriate public education they are promised through the Individuals with Disabilities Education Act, we need to know more about the roles educational interpreters are filling and their impact on a deaf student’s access to the classroom discourse. This study was a quantitative study using naturalistic observation of a high school classroom with a deaf student and an interpreter, augmented …
Using Asl And Print-Based Sign To Build Fluency And Greater Independence With Written English Among Deaf Students, Kimberly Wolbers
Using Asl And Print-Based Sign To Build Fluency And Greater Independence With Written English Among Deaf Students, Kimberly Wolbers
Theory and Practice in Teacher Education Publications and Other Works
This study investigated the use of ASL and print-based sign in the development of English writing fluency and writing independence among deaf, middle school students. ASL was the primary language through which students engaged in higher-level thinking, problem solving and meaning making. Print-based sign was used for rereading the collaboratively constructed English text. Mixed method approaches were utilized. First, a pretest-posttest control group design investigated whether students receiving the instruction made significantly greater gains compared to non-receivers with length of text—one indicator of writing fluency. There were a total of 33 students, 16 in the treatment group and 17 in …
Strategic And Interactive Writing Instruction (Siwi): Apprenticing Deaf Students In The Construction Of English Text, Kimberly Wolbers
Strategic And Interactive Writing Instruction (Siwi): Apprenticing Deaf Students In The Construction Of English Text, Kimberly Wolbers
Theory and Practice in Teacher Education Publications and Other Works
This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There are 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison …