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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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| 2 |
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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Abstract:
Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (d/hh) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of d/hh elementary students across recount/ personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre and post data from a larger group of students (N=31) were compared. Wilcoxon Signed-Rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided.
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Keyword:
deaf and hard of hearing; deaf education; Education; genre; writing; writing instruction
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1009&context=utk_theopubs
https://trace.tennessee.edu/utk_theopubs/10
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| 3 |
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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