1 |
Specialized writing instruction for deaf students: A randomized controlled trial
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2022)
|
|
BASE
|
|
Show details
|
|
3 |
Written language outcomes of deaf elementary students engaged in authentic writing
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2020)
|
|
BASE
|
|
Show details
|
|
4 |
Reading comprehension: a comparison of typically hearing and deaf or hard-of-hearing children
|
|
|
|
BASE
|
|
Show details
|
|
5 |
The Language Zone: Differentiating writing instruction for students who are d/Deaf and hard of hearing
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2019)
|
|
BASE
|
|
Show details
|
|
6 |
The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing
|
|
|
|
In: UNF Faculty Publications (2019)
|
|
BASE
|
|
Show details
|
|
7 |
Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
|
|
|
|
In: Exceptional, Deaf, and Interpreter Education Faculty Publications (2018)
|
|
BASE
|
|
Show details
|
|
8 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2016)
|
|
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.
|
|
Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; deaf; elementary; genre instruction; literacy; Multilingual; writing instruction; writing intervention
|
|
URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1021&context=utk_theopubs https://trace.tennessee.edu/utk_theopubs/19
|
|
BASE
|
|
Hide details
|
|
9 |
Differentiating writing instruction for students who are deaf and hard of hearing
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2016)
|
|
BASE
|
|
Show details
|
|
10 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2015)
|
|
BASE
|
|
Show details
|
|
11 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2015)
|
|
BASE
|
|
Show details
|
|
12 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2015)
|
|
BASE
|
|
Show details
|
|
14 |
Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2014)
|
|
BASE
|
|
Show details
|
|
16 |
Deaf writers’ application of ASL knowledge to English
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2013)
|
|
BASE
|
|
Show details
|
|
17 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
|
|
|
|
BASE
|
|
Show details
|
|
18 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach
|
|
|
|
In: Doctoral Dissertations (2011)
|
|
BASE
|
|
Show details
|
|
|
|