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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 Specialized writing instruction for deaf students: A randomized controlled trial Wolbers, Kimberly A; Dostal, Hannah; Graham, Steve... In: Theory and Practice in Teacher Education Publications and Other Works (2022) BASE Show details 2 Written language outcomes of deaf elementary students engaged in authentic writing Wolbers, Kimberly A; Dostal, Hannah; Cihak, David... In: Theory and Practice in Teacher Education Publications and Other Works (2020) BASE Show details 3 Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students Kilpatrick, Jennifer; Wolbers, Kimberly A In: Theory and Practice in Teacher Education Publications and Other Works (2020) BASE Show details 4 Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students Wolbers, Kimberly A.; Kilpatrick, Jennifer Renée In: UNF Faculty Publications (2020) BASE Show details 5 The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing Dostal, Hannah M.; Wolbers, Kimberly A.; Kilpatrick, Jennifer Renée In: UNF Faculty Publications (2019) Abstract: Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) with grade 3–5 d/Dhh students in a variety of settings were observed using a space referred to as ‘the language zone’ to address the unique language and literacy needs of d/Dhh students. The language zone is the designated space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the three purposes for which the teachers use the space. Accompanying scenarios provide concrete examples of three distinct ways in which the language zone can be used. Teachers can use this language zone flow chart as a tool to recognize, analyze and select instructional moves that have the potential to positively impact the language and literacy proficiencies of d/Dhh students. Keyword: Deaf education; Interactive writing; Writing instruction URL: https://digitalcommons.unf.edu/unf_faculty_publications/995 https://doi.org/10.1558/wap.30045 BASE Hide details 6 Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study Dostal, Hannah M; Wolbers, Kimberly A In: Theory and Practice in Teacher Education Publications and Other Works (2016) BASE Show details 7 Differentiating writing instruction for students who are deaf and hard of hearing Dostal, Hannah M; Wolbers, Kimberly A; Kilpatrick, Jennifer In: Theory and Practice in Teacher Education Publications and Other Works (2016) BASE Show details 8 Video Review and Reflection for Ongoing Inservice Teacher Professional Development Dostal, Hannah M; Wolbers, Kimberly A In: Theory and Practice in Teacher Education Publications and Other Works (2015) BASE Show details 9 An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach Bowers, Lisa M; Dostal, Hannah M; McCarthy, Jillian H... In: Theory and Practice in Teacher Education Publications and Other Works (2015) BASE Show details 10 Deaf writers' application of American Sign Language knowledge to English Wolbers, Kimberly A.; Bowers, Lisa M.; Dostal, Hannah M.... In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 17 (2014) 4, 410-428 OLC Linguistik Show details 11 Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability Troia, Gary A.; Harbaugh, Allen G.; Shankland, Rebecca K.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 1, 17-44 OLC Linguistik Show details 12 "I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction Wolbers, Kimberly A.; Dostal, Hannah M.; Bowers, Lisa M.. - : Oxford University Press, 2012 BASE Show details 13 "I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction Wolbers, Kimberly A.; Dostal, Hannah M.; Bowers, Lisa M.. - : Oxford University Press, 2011 BASE Show details 14 Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students Wolbers, Kimberly A In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 13 (2008) 2, 257-277 OLC Linguistik Show details 15 Strategic and Interactive Writing Instruction (SIWI) Wolbers, Kimberly A In: ITL. - Amsterdam : Benjamins (2008) 155, 299-326 OLC Linguistik Show details

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