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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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| 3 |
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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| 4 |
Reading comprehension: a comparison of typically hearing and deaf or hard-of-hearing children
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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: Theory and Practice in Teacher Education Publications and Other Works (2019)
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| 6 |
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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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.
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Keyword:
Deaf education; Interactive writing; Writing instruction
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URL: https://digitalcommons.unf.edu/unf_faculty_publications/995
https://doi.org/10.1558/wap.30045
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| 7 |
Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
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In: Exceptional, Deaf, and Interpreter Education Faculty Publications (2018)
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| 8 |
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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| 9 |
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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| 10 |
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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| 11 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 12 |
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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| 14 |
Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2014)
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| 16 |
Deaf writers’ application of ASL knowledge to English
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In: Theory and Practice in Teacher Education Publications and Other Works (2013)
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| 17 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
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| 18 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
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| 19 |
Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach
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In: Doctoral Dissertations (2011)
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