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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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| 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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Abstract:
Deaf and hard of hearing (d/hh) children often acquire an L1 after age 3, thus are arguably more diverse than that of the general bilingual population. A unique problem therefore exists among d/hh late language learners—they often do not have an L1 to later develop an L2. This study investigated the impact of an English writing intervention (Strategic and Interactive Writing Instruction, SIWI) that incorporates support for the development of American Sign Language in an effort to illustrate the necessity of explicitly addressing the proposed interdependence of language learning. The research involved providing 23 upper elementary and middle school d/hh students with SIWI. SIWI has been shown to have a significant impact on student outcomes in language and literacy. The study was conducted in five classrooms—one fourth, two fifth, and two sixth grade classrooms—over a twelve-week period at a state residential school for the deaf. This allowed for two weeks of pre-test, mid-test and post-test administration, five weeks of regular instruction, and five weeks of intervention. The students received SIWI for four forty-five minute sessions and one thirty-minute session each week for a total of five weeks. The intervention replaced their regular 45 minutes of writing instruction. In order to measure expressive language growth in ASL, language samples for each student participant were collected. These samples were analyzed to chart expressive language growth during the time period with no SIWI intervention and while engaged in SIWI by reviewing them for students’ mean length of utterance (MLU), use of unintelligible utterances, and specific grammatical features of ASL, and individually for patterns of ASL expressive language growth. Repeated measures ANOVAs (within and between subjects) conducted for students’ MLU and unintelligible utterances revealed statistically significant growth after five weeks of SIWI. This study demonstrates the reciprocity of language learning. The foregrounding of written English supported the development of a more nuanced understanding of the use and features of ASL.
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Keyword:
ASL; bilingual; deaf; instruction; intervention; Special Education and Teaching; writing
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URL: https://trace.tennessee.edu/utk_graddiss/962
https://trace.tennessee.edu/cgi/viewcontent.cgi?article=2167&context=utk_graddiss
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