November, 2018 | Strategic & Interactive Writing Instruction (SIWI)

Using ASL and print-based sign to build fluency and greater independence with written English among deaf students

By Susannah FinleyPosted on November 13, 2018Posted in Research Journal ArticlesTagged ASL, fluency/length, language delay/deprivation, rereading

This study investigated the use of ASL and print-based sign in the development of English writing fluency and writing independence among deaf, middle school students. ASL was the primary language through which students engaged in higher-level thinking, problem solving and meaning making. Print-based sign was used for rereading the collaboratively constructed English text. Mixed method […]

School as a site for natural language learning

By Susannah FinleyPosted on November 11, 2018Posted in Book ChaptersTagged apprenticeship, ASL, interaction, language delay/deprivation, language zone, linguistic/metalinguistic

According to the sociocultural perspective of language development, language learning is a by-product of communication that is meaningful. For deaf students, who often have limited access to communication at home, it becomes more essential that their school provides a rich communicative environment. Meaningful interaction is a powerful motivating force in human development and learning. When […]

Video review and reflection for ongoing inservice teacher professional development

By Susannah FinleyPosted on November 10, 2018Posted in Book ChaptersTagged professional development, technology

In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for […]

The integrations of digital tools during Strategic and Interactive Writing Instruction

By Susannah FinleyPosted on November 1, 2018Posted in Book ChaptersTagged technology

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 […]

Month: November 2018