Adapted Interactive Writing Instruction With Kindergarten Children Who Are Deaf or Hard of Hearing

2011 ◽  
Vol 156 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Cheri Williams
Keyword(s):  
Writing Instruction ◽  
Hard Of Hearing ◽  
Kindergarten Children ◽  
Interactive Writing

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.

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 Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5

2018 ◽  
Vol 8 (1) ◽  
pp. 99 ◽  
Author(s):  
Kimberly Wolbers ◽  
Hannah Dostal ◽  
Steve Graham ◽  
Lee Branum-Martin ◽  
Jennifer Kilpatrick ◽  
...  
Keyword(s):  
Writing Instruction ◽  
Personal Narrative ◽  
Written Language ◽  
Persuasive Writing ◽  
Language Outcomes ◽  
Interactive Writing ◽  
Usual Condition ◽  
Quasi Experimental ◽  
Language Needs ◽  
The Impact

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss. 

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

The Practice Page as a Mediational Tool for Interactive Writing Instruction

2012 ◽  
Vol 65 (5) ◽  
pp. 330-340 ◽  
Author(s):  
Cheri Williams ◽  
Tammie Sherry ◽  
Nicole Robinson ◽  
Diane Hungler
Keyword(s):  
Writing Instruction ◽  
Interactive Writing ◽  
Mediational Tool

Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial

2021 ◽  
pp. 001440292110508
Author(s):  
Kimberly Wolbers ◽  
Hannah Dostal ◽  
Steve Graham ◽  
Lee Branum-Martin ◽  
Leala Holcomb
Keyword(s):  
Randomized Controlled Trial ◽  
Writing Instruction ◽  
Controlled Trial ◽  
Collaborative Writing ◽  
Substantial Effect ◽  
Interactive Writing ◽  
Deaf Students ◽  
Randomized Controlled ◽  
Writing Communities ◽  
Academic Year

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.

The Language Zone: Differentiating writing instruction for students who are d/Deaf and hard of hearing

2019 ◽  
Vol 11 (1) ◽  
pp. 1-22
Author(s):  
Hannah M. Dostal ◽  
Kimberly A. Wolbers ◽  
Jennifer Renée Kilpatrick
Keyword(s):  
Writing Instruction ◽  
Hard Of Hearing
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