Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial

Autor/inn/en	Wolbers, Kimberly; Dostal, Hannah; Graham, Steve; Branum-Martin, Lee; Holcomb, Leala
Titel	Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial
Quelle	(2022), (40 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Deafness; Students with Disabilities; Grade 3; Grade 4; Grade 5; Elementary School Students; Writing Instruction; Metalinguistics; Writing Skills; Hearing Impairments; Elementary School Teachers; Language Usage; Instructional Effectiveness; Writing Strategies; Interaction; Collaborative Writing; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schreibunterricht; Metalanguage; Metasprache; Writing skill; Schreibfertigkeit; Hearing impairment; Hörbehinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Unterrichtserfolg; Schreibtechnik; Interaktion; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	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 the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant. [This paper was published in "Exceptional Children" v88 n2 p185-204 2022 (EJ1323505).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01