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Full-Text Articles in Education
Specialized Writing Instruction For Deaf Students: A Randomized Controlled Trial, Kimberly A. Wolbers, Hannah Dostal, Steve Graham, Lee Branum-Martin, Leala Holcomb
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 …
Examining Student Writing Proficiencies Across Genres: Results Of An Intervention Study, Hannah M. Dostal, Kimberly A. Wolbers
Examining Student Writing Proficiencies Across Genres: Results Of An Intervention Study, Hannah M. Dostal, Kimberly A. Wolbers
Theory and Practice in Teacher Education Publications and Other Works
This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4-6. 23 students were exposed to Strategic and Interactive Writing Instruction (SIWI) for five weeks, during which time they received guided, interactive instruction focused on how writers address particular purposes and audiences with their writing. By examining student writing samples before and after both regular writing instruction and SIWI using genre-specific rubrics, we investigated whether students transfer and generalize writing strategies and processes learned in one genre to writing in a genre for which they did …