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Articles 1 - 5 of 5
Full-Text Articles in Education
Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry
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 …
Strategic And Interactive Writing Instruction: An Efficacy Study In Grades 3-5, Kimberly A. Wolbers, Hannah M. Dostal, Steve Graham, Lee Branum-Martin, Jennifer Kilpatrick, Rachel M. Saulsburry
Strategic And Interactive Writing Instruction: An Efficacy Study In Grades 3-5, Kimberly A. Wolbers, Hannah M. Dostal, Steve Graham, Lee Branum-Martin, Jennifer Kilpatrick, Rachel M. Saulsburry
Theory and Practice in Teacher Education Publications and Other Works
A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and language compared to a business-as-usual condition (N=63). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative (known as recount) and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, language accuracy and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for recount and persuasive writing traits, and recount language variables, with effect sizes …
Development Of Strategic And Interactive Writing Instruction (Siwi) For Deaf And Hard Of Hearing Students: Year 3 Pilot Study, Kimberly A. Wolbers, Hannah M. Dostal, Steve Graham, Lee Branum-Martin
Development Of Strategic And Interactive Writing Instruction (Siwi) For Deaf And Hard Of Hearing Students: Year 3 Pilot Study, Kimberly A. Wolbers, Hannah M. Dostal, Steve Graham, Lee Branum-Martin
Theory and Practice in Teacher Education Publications and Other Works
No abstract provided.
A Three-Year Study Of A Professional Development Program's Impact On Teacher Knowledge And Classroom Implementation Of Strategic And Interactive Writing Instruction, Kimberly A. Wolbers, Hannah M. Dostal, Paulson Skerrit, Brenda Stephenson
A Three-Year Study Of A Professional Development Program's Impact On Teacher Knowledge And Classroom Implementation Of Strategic And Interactive Writing Instruction, Kimberly A. Wolbers, Hannah M. Dostal, Paulson Skerrit, Brenda Stephenson
Theory and Practice in Teacher Education Publications and Other Works
A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over three years. Using a one-way analysis of variance (ANOVA), it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for three consecutive years received the highest possible ratings on knowledge as measured by the Levels of Use (LOU) and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined …
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 …