TY - JOUR
T1 - Specialized Writing Instruction for Deaf Students
T2 - A Randomized Controlled Trial
AU - Wolbers, Kimberly
AU - Dostal, Hannah
AU - Graham, Steve
AU - Branum-Martin, Lee
AU - Holcomb, Leala
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2022/1
Y1 - 2022/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85119133110&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85119133110&partnerID=8YFLogxK
U2 - 10.1177/00144029211050849
DO - 10.1177/00144029211050849
M3 - Article
AN - SCOPUS:85119133110
SN - 0014-4029
VL - 88
SP - 185
EP - 204
JO - Exceptional children
JF - Exceptional children
IS - 2
ER -