Strategic & Interactive Writing Instruction (SIWI)

Writing instruction for deaf learners!

Research Journal Articles

Research Journal Articles

The Language Zone: Differentiating writing instruction for students who are deaf and hard of hearing

Dostal, H., Wolbers, K. & Kilpatrick, J. (2019). The Language Zone: Differentiating writing instruction for students who are deaf and hard of hearing. Writing & Pedagogy, 11(1). http://dx.doi.org/10.1558/wap.30045

Tags: , , , , , ,

Interactive Writing is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) in grades 3–5 were observed using a space referred to as ‘the language zone’ (LZ) to address the needs of deaf students. The LZ is a space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the purposes for which teachers use the space. Accompanying scenarios provide concrete examples. Teachers can use the LZ flow chart as a tool to recognize, analyze and select instructional moves that may positively impact the language and literacy proficiencies of deaf students.

Read in Full
Research Journal Articles

The assessment of written phrasal constructs and grammar of deaf and hard of hearing students with varying expressive language abilities

Bowers, L., Dostal, H., Wolbers, K., & Graham, S.C. (2018). The assessment of written phrasal constructs and grammar of deaf and hard of hearing students with varying expressive language abilities. Education Research International, 1-10. https://doi:10.1155/2018/2139626

Tags: , ,

The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, and language delayed learners. Personal narrative writing samples were collected at the beginning, middle, and end of the academic year. The samples were divided into T-units and coded for language variables, including word efficiency ratio (WER) scores according to the Structural Analysis of Written Language (SAWL) and phrasal errors. The repeated measures ANOVA for WER III showed a statistically significant main effect with no between-subjects factor, demonstrating that students from all three language groups made positive gains in their written outcomes over one academic year. There was a reduction in phrasal errors over the course of the year for all language groups. Differences in word efficiency ratio scores by language groups are discussed. Findings from this study suggest that SAWL is an effective tool in assessing the grammatically of written compositions for d/hh students with varying language abilities over time. Instructional implications are discussed.

Read in Full
Research Journal Articles

Strategic and Interactive Writing Instruction: An efficacy study in grades 3-5

Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., Kilpatrick, J., & Saulsburry, R. (2018). Strategic and Interactive Writing Instruction: An efficacy study in grades 3-5. Journal of Educational and Developmental Psychology, 8(1), 99-117. https://doi.org/10.5539/jedp.v8n1p99

Tags: , , , , ,

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss.

Read in Full
ResearchCategory:Research Journal Articles

Practices and Routines In SIWI Lessons That Develop Reading Proficiency For D/HH Learners

Skerrit, P. (2017). Practices and routines in SIWI lessons that develop reading proficiency for d/hh learners. Caribbean Curriculum, 25, 38-52. https://doi.org/10.5539/jedp.v8n1p99

Tags: , , ,

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 D/hh learners. The video footage of SIWI lessons in two grade three classrooms were examined using a comingling of inductive and interpretive analysis and utilizing Spradley’s nine semantic relationships to determine the instructional and learner practices and routines that supported development of word recognition skills. The following instructional and learner practices and routines were identified: engaging students in cognitively demanding discourse that featured extended discourse and persistence in questioning; a high volume of repeated and wide reading; high volume of writing; multiple representation of words with an emphasis on fingerspelling; and attending to language input.

Read in Full
Research Journal Articles

A three-year study of a professional development program’s impact on teacher knowledge and classroom implementation of Strategic and Interactive Writing Instruction

Wolbers, K., Dostal, H., Skerrit, P., & Stephenson, B. (2016). A three-year study of a professional development program’s impact on teacher knowledge and classroom implementation of Strategic and Interactive Writing Instruction. Journal of Educational Research, 110, 61-71. https://doi.org/10.1080/00220671.2015.1039112

Tags: ,

A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over three years. Using a one-way analysis of variance (ANOVA), it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for three consecutive years received the highest possible ratings on knowledge as measured by the Levels of Use (LOU) and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined whether the year of one’s PD involvement impacted outcomes. Findings reveal that outcomes were strongest during the last year when SIWI mentors were present.

Read in Full
Research Journal Articles

Examining student writing proficiencies across genres: Results of an intervention study

Dostal, H. & Wolbers, K. (2016). Examining student writing proficiencies across genres: Results of an intervention study. Deafness & Education International, 18(3), 159-169. https://doi.org/10.1080/14643154.2016.1230415

Tags: , ,

This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4–6. Twenty-three students were exposed to Strategic and Interactive Writing Instruction (SIWI) for 5 weeks, during which time they received guided, interactive instruction focused on how writers address particular purposes and audiences with their writing. By examining student writing samples before and after both regular writing instruction and SIWI using genre-specific rubrics, we investigated whether students transfer and generalize writing strategies and processes learned in one genre to writing in a genre for which they did not receive instruction, in this case: information report writing. We found that after 5 weeks focused on recount genre instruction, students spontaneously transfer competencies related to genre-specific features that were not explicitly taught, and that students with greater language proficiency did so more effectively. We discuss these findings as they relate to theories of composition and language competence, and generate implications for writing instruction that can lead to growth in writing.

Read in Full
Research Journal Articles

The writing performance of elementary students receiving Strategic and Interactive Writing Instruction

Wolbers, K., Dostal, H., Graham, S., Cihak, D., Kilpatrick, J., & Saulsburry R. (2015). The writing performance of elementary students receiving Strategic and Interactive Writing Instruction. Journal of Deaf Studies and Deaf Education, 20(4), 385-398. https://doi.org/10.1093/deafed/env022

Tags: , , ,

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (d/hh) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of d/hh elementary students across recount/ personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre and post data from a larger group of students (N=31) were compared. Wilcoxon Signed-Rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided.

Read in Full
Research Journal Articles

An analysis of deaf students’ spelling skills during a year-long instructional writing approach

Bowers, L., Dostal, H., McCarthy, J., Schwarz, I., & Wolbers, K. (2015). An analysis of deaf students’ spelling skills during a year-long instructional writing approach. Communication Disorders Quarterly, 27, 237-253. https://doi.org/10.1177/1525740114567528

Tags: ,

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh) and most do not develop age appropriate spelling skills. However, it is critical that these skills are acquired in order to use written language for academic or vocational purposes. Spelling errors from the writing samples of 29 middle school students in a state school for the Deaf were analyzed to examine changes over time. Samples were gathered before, during, and after a year-long writing intervention using Strategic and Interactive Writing Instruction (SIWI). When using SIWI, students are exposed to proper spelling during guided writing instruction; however, spelling is not a specific focus of each lesson. In this study, a linguistic analysis of spelling errors was used to assess each child’s understanding of the phonological, morphological, orthographic, semantic and visual imagery rules that apply to written words. No significant improvements in spelling were noted and the results indicate that spelling should be targeted during writing lessons. The results provide important information on the acquisition of spelling skills with this unique population and the use of narrative samples to assess spelling

Read in Full
Research Journal Articles

“We are authors”: A qualitative analysis of deaf students writing during one year of Strategic and Interactive Writing (SIWI)

Dostal, H., Bowers, L., Wolbers, K., & Gabriel, R. (2015). “We are authors”: A qualitative analysis of deaf students writing during one year of Strategic and Interactive Writing (SIWI). The Review of Disability Studies: An international journal, 11(2), 1-19.

Tags: , ,

This article expands on prior Strategic and Interactive Writing Instruction (SIWI) research by examining students’ development as writers.  Findings from a qualitative analysis of the writing development of 20 middle-school deaf and hard of hearing students over one year of instruction is reported. Implications and future directions are discussed.

Read in Full
Research Journal Articles

Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach

Dostal, H. & Wolbers, K. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction, 53(3), 245-268. https://doi.org/10.1080/19388071.2014.907382

Tags: , ,

In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences and engage critical thinking and reasoning (Allington & Johnston, 2002, Vygotsky, 1987; Wertch, 1991). This study investigates the impact of Strategic and Interactive Writing Instruction (SIWI) on the development of signed expressive language (ASL) and written English. Our analysis demonstrates that a focus on ASL did not detract from students’ writing growth in English. Instead a focus on building ASL and written English proficiency simultaneously resulted in significant gains in both language and writing.

Read in Full
Scroll to top