Steve Graham
Steve Graham is the Warner Professor in the Division of Leadership and Innovation in Teachers College. For over 30 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. In recent years, he has been involved in the development and testing of […]
Hannah Dostal
Hannah Dostal is a Professor of Literacy Education at the University of Connecticut. She is a certified reading specialist and holds a Ph.D. in Education with a concentration in literacy studies and deaf education. Her research focuses on writing instruction with deaf students and teacher professional development in literacy, with particular attention to Strategic and […]
Kimberly A. Wolbers
Kimberly A. Wolbers is a Professor of the Deaf Education program at the University of Tennessee. She earned her PhD from Michigan State University in 2007 with a focus in special education and literacy. Her research has focused on the design and implementation of writing and language instruction for deaf and hard of hearing children […]
Thomas E Allen
Thomas E. Allen, Ph.D. has had long and productive career in the field of deaf education research spanning over 30 years. It includes many years of conducting and directing national demographics and assessment projects with large samples of children who are deaf, holding the position of Dean of the Graduate School and Research during a […]
SIWI in an itinerant teaching setting: Contextual factors impacting instruction
In the last 40 years, there has been a shift in where deaf and hard-of-hearing (d/hh) students have been educated (Foster & Cue, 2009), with a majority of d/hh students now spending at least part of their school day in the general education classroom instead of residential or day-schools for the deaf. Many of these […]
Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach
Deaf and hard of hearing (d/hh) students are extremely diverse in language development due to vast differences in residual hearing, response to hearing technologies, and exposure to American Sign Language. Writing is a struggle for these students who have delayed and limited access to English. Studies have found that d/hh students continue to lag behind […]
Practices and routines in SIWI lessons that develop skills in reading
The average performance of Deaf and hard of hearing (D/hh) students on test of reading comprehension is several grade equivalents below their high school hearing peers. The reading-writing connection is one way to address the literacy challenges of D/hh learners. This study explored that connection in instruction that was driven with a high fidelity to […]
Developing students’ first language through a second language writing intervention: A simultaneous approach
Deaf and hard of hearing (d/hh) children often acquire an L1 after age 3, thus are arguably more diverse than that of the general bilingual population. A unique problem therefore exists among d/hh late language learners—they often do not have an L1 to later develop an L2. This study investigated the impact of an English […]
Technology Tools that Support the Writing Process
Technology—in the form of digital tools incorporated into writing instruction—can help teachers motivate and engage young children, and it may be especially critical for students who do everything they can to avoid writing. Technology may bolster student involvement, foster the engagement of reluctant or struggling writers, and support writing instruction. However, it does even more. […]