The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

Autor/inn/en	Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel
Titel	The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction
Quelle	In: Journal of Deaf Studies and Deaf Education, 20 (2015) 4, S.385-398 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env022
Schlagwörter	Writing Instruction; Teaching Methods; Deafness; Hearing Impairments; Elementary School Students; Personal Narratives; Writing Skills; Persuasive Discourse; Reports; Instructional Effectiveness; Pretests Posttests; Comparative Analysis; Statistical Analysis; Effect Size; Interaction; Learning Strategies + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Erlebniserzählung; Writing skill; Schreibfertigkeit; Persuasion; Persuasive Kommunikation; Abschlussbericht; Berichten; Unterrichtserfolg; Statistische Analyse; Interaktion; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre- and post-data from a larger group of students (N = 31) were compared. Wilcoxon signed-rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01