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Articles 1 - 6 of 6
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Characteristics Of Deaf Emergent Writers Who Experienced Language Deprivation, Leala Holcomb, Hannah M. Dostal, Kimberly A. Wolbers
Characteristics Of Deaf Emergent Writers Who Experienced Language Deprivation, Leala Holcomb, Hannah M. Dostal, Kimberly A. Wolbers
Theory and Practice in Teacher Education Publications and Other Works
This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing features unique to the context of language deprivation. First, pre-writing samples add to evidence that older deaf students undergo similar developmental processes with their emergent writing patterns. Second, an analysis of pre- and post-writing samples indicated that …
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 …
Does Teacher Efficacy Predict Writing Practices Of Teachers Of Deaf And Hard Of Hearing Students, Steve Graham, Kimberly A. Wolbers, Hannah Dostal, Leala Holcomb
Does Teacher Efficacy Predict Writing Practices Of Teachers Of Deaf And Hard Of Hearing Students, Steve Graham, Kimberly A. Wolbers, Hannah Dostal, Leala Holcomb
Theory and Practice in Teacher Education Publications and Other Works
Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their efficacy to teach writing, attitude towards writing, and epistemological beliefs about writing. These teachers from 15 different states in the United States slightly agreed they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagreed that knowledge about writing is certain, and were equally split about whether writing …
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 …
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 …
Acculturation And Identity Development Of Deaf Ethnic Minorities, Glennise Candice Schlinger
Acculturation And Identity Development Of Deaf Ethnic Minorities, Glennise Candice Schlinger
Masters Theses
This study examined whether experiences in the family and the education systems could influence Deaf ethnic identity development. Data were collected via administration of the Deaf Acculturation Scale (DAS). Participants’ responses were assessed as outlined by the developers of the DAS (Maxwell-McCaw & Zea, 2011). Results suggested that parents’ attitude towards their child’s deafness may affect the deaf individual’s identity development. Semi-structured interviews were also conducted with four deaf ethnic minority participants: One Venezuelan American and three African American. Two hearing parents (both mothers) also participated in the interview: one Venezuelan American and one African American. Thematic analysis was used …