TY - JOUR
T1 - The writing performance of elementary students receiving strategic and interactive writing instruction
AU - Wolbers, Kimberly A.
AU - Dostal, Hannah M.
AU - Graham, Stephen
AU - Cihak, David
AU - Kilpatrick, Jennifer R.
AU - Rachel Saulsburry, Saulsburry
N1 - Publisher Copyright:
© The Author 2015.
PY - 2015/10
Y1 - 2015/10
N2 - Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH 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 genrerelated 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.
AB - Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH 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 genrerelated 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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U2 - 10.1093/deafed/env022
DO - 10.1093/deafed/env022
M3 - Article
C2 - 26101210
AN - SCOPUS:84943783097
SN - 1081-4159
VL - 20
SP - 385
EP - 398
JO - Journal of Deaf Studies and Deaf Education
JF - Journal of Deaf Studies and Deaf Education
IS - 4
ER -