Strategic & Interactive Writing Instruction (SIWI)
Writing instruction for deaf learners!
This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the […]
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis […]
The average performance of Deaf and hard of hearing (D/hh) students on tests of reading comprehension is several grade equivalents below their high school hearing peers. This study explored how the reading-writing connection evident in instruction driven with a high fidelity to the principles of Strategic Interactive Writing Instruction (SIWI) addresses the literacy challenges of […]