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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 2 |
Written language outcomes of deaf elementary students engaged in authentic writing
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In: Theory and Practice in Teacher Education Publications and Other Works (2020)
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| 3 |
Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students
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In: Theory and Practice in Teacher Education Publications and Other Works (2020)
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| 4 |
Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students
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In: UNF Faculty Publications (2020)
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| 5 |
The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing
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In: UNF Faculty Publications (2019)
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| 6 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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Abstract:
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 not receive instruction, in this case: information report writing. We found that after five weeks focused on recount genre instruction, students spontaneously transfer competencies related to genre-specific features that were not explicitly taught, and that students with greater language proficiency did so more effectively. We discuss these findings as they relate to theories of composition and language competence, and generate implications for writing instruction that can lead to growth in writing.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; deaf; elementary; genre instruction; literacy; Multilingual; writing instruction; writing intervention
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1021&context=utk_theopubs
https://trace.tennessee.edu/utk_theopubs/19
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| 7 |
Differentiating writing instruction for students who are deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 8 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 9 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 12 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
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| 13 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
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