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A Rationale For Integrating Writing Into Secondary Content Area Classrooms: Perspectives From Teachers Who Experience The Benefits Of Integrating Writing Frequently, Hannah Carter, Dianna Townsend

Literacy, Language, and Culture Faculty Publications and Presentations

Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their …

Specialized Writing Instruction For Deaf Students: A Randomized Controlled Trial, Kimberly A. Wolbers, Hannah Dostal, Steve Graham, Lee Branum-Martin, Leala Holcomb

Theory and Practice in Teacher Education Publications and Other Works

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at …

Writing Instruction As An Authentic Context For Targeting Speech And Language Therapy Goals For Deaf And Hard Of Hearing Children., Kristen Secora, Kimberly A. Wolbers, Hannah Dostal

Theory and Practice in Teacher Education Publications and Other Works

Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for Deaf and Hard of Hearing (DHH) children in addition to writing. We present an illustrative example of one SLP’s experience implementing Strategic and Interactive Writing Instruction (SIWI), an approach to writing instruction designed for DHH students, within a public elementary school setting.

Method: We motivate this tutorial by first reviewing the literature related to the challenges for SLPs in targeting written language within therapy settings and then discuss writing and communication difficulties for DHH …