Month: June 2023

Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) studentsthrough a mixed-methods approach […]

This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilitiesin grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1)stages of emergent writing development, (2) writing change over time, (3) emerging writing […]