TY - JOUR
T1 - Specialized Writing Instruction for Deaf Students
T2 - A Randomized Controlled Trial
AU - Wolbers, Kimberly
AU - Dostal, Hannah
AU - Graham, Steve
AU - Branum-Martin, Lee
AU - Holcomb, Leala
N1 - Funding Information:
We provide special thanks to Dr. Rachel Saulsburry at the University of Tennessee and Dr. Jennifer Kilpatrick at the University of North Florida for involvement with data collection and scoring. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A120085 to the University of Tennessee. The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education
Publisher Copyright:
© The Author(s) 2021.
PY - 2022/1
Y1 - 2022/1
N2 - Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.
AB - Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.
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U2 - 10.1177/00144029211050849
DO - 10.1177/00144029211050849
M3 - Article
AN - SCOPUS:85119133110
VL - 88
SP - 185
EP - 204
JO - Exceptional Children
JF - Exceptional Children
SN - 0014-4029
IS - 2
ER -