scholarly journals The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

2015 ◽  
Vol 20 (4) ◽  
pp. 385-398 ◽  
Author(s):  
Kimberly A. Wolbers ◽  
Hannah M. Dostal ◽  
Steve Graham ◽  
David Cihak ◽  
Jennifer R. Kilpatrick ◽  
...  
Keyword(s):  
Elementary Students ◽  
Writing Instruction ◽  
Interactive Writing ◽  
Writing Performance

Learning to Write With Interactive Writing Instruction

2017 ◽  
Vol 71 (5) ◽  
pp. 523-532 ◽  
Author(s):  
Cheri Williams
Keyword(s):  
Writing Instruction ◽  
Interactive Writing

Strategic and Interactive Writing Instruction (SIWI)

2008 ◽  
Vol 156 ◽  
pp. 299-326
Author(s):  
Kimberly A. Wolbers
Keyword(s):  
Treatment Group ◽  
American Sign Language ◽  
Writing Instruction ◽  
Comparison Group ◽  
Control Group ◽  
Interactive Writing ◽  
School Students ◽  
Control Group Design ◽  
Univariate Analyses

This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There were 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers.

scholarly journals Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students’ Persuasive Writing Performance in the Context of Robust Writing Instruction

2019 ◽  
Vol 119 (3) ◽  
pp. 487-510 ◽  
Author(s):  
Steve Graham ◽  
Kausalai Wijekumar ◽  
Karen R. Harris ◽  
Pui-Wa Lei ◽  
Evan Fishman ◽  
...  
Keyword(s):  
Writing Instruction ◽  
Strategic Behavior ◽  
Writing Skills ◽  
Persuasive Writing ◽  
Writing Performance

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

2016 ◽  
pp. 941-960
Author(s):  
Jennifer Renėe Kilpatrick ◽  
Rachel Saulsburry ◽  
Hannah M. Dostal ◽  
Kimberly A. Wolbers ◽  
Steve Graham
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Student Learning ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Teacher Perspectives ◽  
Digital Tools ◽  
Evidence Based ◽  
Interactive Writing ◽  
Teachers Of The Deaf

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction.

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

2014 ◽  
pp. 608-628 ◽  
Author(s):  
Jennifer Renėe Kilpatrick ◽  
Rachel Saulsburry ◽  
Hannah M. Dostal ◽  
Kimberly A. Wolbers ◽  
Steve Graham
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Student Learning ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Teacher Perspectives ◽  
Digital Tools ◽  
Evidence Based ◽  
Interactive Writing ◽  
Teachers Of The Deaf

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction.

scholarly journals My Access and Writing Error Corrections of EFL College Pre-intermediate Students

2016 ◽  
Vol 8 (1) ◽  
pp. 144 ◽  
Author(s):  
Huey-nah Cindy Chou ◽  
Massoud Moslehpour ◽  
Chung-Yux Yang
Keyword(s):  
Writing Instruction ◽  
Student Perceptions ◽  
Quantitative Methods ◽  
Individual Student ◽  
Writing Performance ◽  
College English ◽  
English Writing ◽  
Positive Effects ◽  
Writing Course ◽  
English Majors

<p><strong><em>Purpose</em></strong><em> –</em> This study aims to examine the effects of Automated Writing Evaluation (AWE) feedback on pre-intermediate EFL students’ writing performance. Furthermore, the purpose of this study is to inspect the effects of AWE on self-correction in multiple submissions.</p><p><strong><em>Design/participants </em></strong><em>–</em> This study employs both qualitative and quantitative methods. The participants were students whose English proficiency was at the pre-intermediate level, below CEFR B1. They were enrolled in a two-hour, 18-weeks elective college English writing course for non-English majors. Twenty-seven students completed at least two submissions of drafts on an essay prompt. Through convenience sampling, two male and three female senior students majoring in Business, Chinese and Accounting participated in face-to-fact interviews.</p><p><strong><em>Methodology/approach/instrumentation </em></strong><em>– </em>This study uses descriptive statistics and correlational analysis to evaluate the data. Research data were obtained during 18 week period. <em>My Access</em> was used as an auxiliary writing tool in the college English writing course for non-English-majors. Students’ writing performance, self-correction with <em>My Access</em> feedback and self-reported perceptions of using <em>My Access</em> were used as the instruments.</p><p><strong><em>Findings </em></strong><em>– </em> The findings of the study can be summarized as follows: 1) based on analyses of qualitative data the individual student made improvement in various writing traits in revisions; 2) while the students were  more capable of self-correcting in usage type of lexical and syntactic errors using AWE, they were relatively incapable of handling independently mechanics and style types of errors; 3) the results of the interviews and self-reported student perceptions of <em>My Access</em> confirmed the effectiveness of AWE feedback in revisions and self-correction; 4) although findings of this study supported positive effects of <em>My Access</em> feedback for independent revision and correction, the importance of teachers’ role in writing instruction and periodic teacher-student interactions in enhancing particular writing skills is stressed.</p><p><strong><em>Practical implications/value </em></strong><em>– </em>The application of AWE influences writing instruction in both ESL and EFL contexts by both assessing strengths and weaknesses of student writing and enhancing writing quality. Investigating the effectiveness of AWE feedback in the meditational process of constructing and revising text is thus of great importance to ensure its validity and usefulness. Utilizing AWE can, no doubt, be effective with the participation of teachers. Writing teachers play a crucial role in assisting and guiding students in the writing process.   </p>

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