Strategic & Interactive Writing Instruction (SIWI)
Writing instruction for deaf learners!
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 […]
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 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 […]
This chapter provides a synthesis of previous literacy research with deaf students, and it suggests a number of future directions. Much attention throughout the chapter is given to one subpopulation of deaf students—those with severe to profound losses who are less likely to develop oral language skills and who encounter unique barriers to reading and […]