Research Journal Articles – Page 3 – Strategic & Interactive Writing Instruction (SIWI)

A description of ASL features in writing

Wolbers, K., Graham, S., Dostal, H., & Bowers, L. (2014). A description of ASL features in writing. Ampersand, 1, 19-27. https://doi.org/10.1016/j.amper.2014.11.001

Tags: ASL, bilingual, written language

Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh) writers utilize features of American Sign Language (ASL) in their writing of English. The purpose of this study is to identify categories of language transfer, provide the prevalence of these transfer tendencies in the writings of 29 d/hh adolescents and describe whether language features are equally or differently responsive to instruction. Findings indicate six categories of language transfer in order of prevalence: unique glossing & substitution, adjectives, plurality & adverbs, topicalization, and conjunctions. ASL features, of both lexical and syntactical nature, appear to respond similarly to instruction.

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Research Journal Articles

Deaf writers’ application of ASL knowledge to English

Wolbers, K., Bowers, L., Dostal, H., & Graham, S.C. (2013). Deaf writers’ application of ASL knowledge to English. International Journal of Bilingual Education and Bilingualism, 1-19. https://doi.org/10.1080/13670050.2013.816262

Tags: ASL, bilingual, linguistic/metalinguistic

Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate use of ASL linguistic features in their writing of English. In this study, we investigated the extent to which 29 d/hh students in grades 6-8 (mean age = 13.2) with diverse ASL exposure incorporated ASL features in their English writing. We also investigated the impact of one year of Strategic and Interactive Writing Instruction (SIWI) to increase students’ metalinguistic knowledge and linguistic competence, and subsequently reduce ASL features in writing. Results indicate that ASL transfer is found in the writings of students with varied L1 experiences, and that SIWI can lead to significant reductions of ASL features in writing. The findings suggest that bilingual literacy programs where there is an emphasis on implicit language competence and metalinguistic knowledge can support d/hh students in the development of written English.

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Research Journal Articles

“I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI)

Wolbers, K., Dostal, H. & Bowers, L. (2012). “I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education, 17(1), 19-38. https://doi.org/10.1093/deafed/enr01

Tags: fluency/length, grammar, written language

Nonstandard grammatical forms are often present in the writing of deaf students which are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This one-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness and function words) of 29 deaf middle school students. A repeated-measures ANOVA with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention’s efficacy when used with students of various literacy levels. Students, whether high- or lowachieving, demonstrated statistically significant gains with writing length, sentence complexity and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., ASL users, oral students, users of English-based sign).

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Research Journal Articles

Using ASL and print-based sign to build fluency and greater independence with written English among deaf students

Wolbers, K. (2010). Using ASL and print-based sign to build fluency and greater independence with written English among deaf students. L1-Educational Studies in Language and Literature, 10(1), 99-125. https://doi.org/10.17239/L1ESLL-2010.10.01.05

Tags: ASL, fluency/length, language delay/deprivation, rereading

This study investigated the use of ASL and print-based sign in the development of English writing fluency and writing independence among deaf, middle school students. ASL was the primary language through which students engaged in higher-level thinking, problem solving and meaning making. Print-based sign was used for rereading the collaboratively constructed English text. Mixed method approaches were utilized. First, a pretest-posttest control group design investigated whether students receiving the instruction made significantly greater gains compared to non-receivers with length of text—one indicator of writing fluency. There were a total of 33 students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which the treatment teacher guided the collaborative construction of two English report papers. The comparison group continued with its usual writing instruction and had equal instructional time. The analysis of variance (ANOVA) for length was statistically significant with a large effect size (d=1.53). Additionally, qualitative data demonstrated ways in which three very different classes in the treatment group gained greater English competency and fluency. Further development of ASL as L1 was deemed a necessary component for students with language delays. All students exhibited progressively more independence with writing over time.

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Research Journal Articles

Strategic and Interactive Writing Instruction (SIWI): Apprenticing deaf students in the construction of English text

Wolbers, K. (2008a). Strategic and Interactive Writing Instruction (SIWI): Apprenticing deaf students in the construction of English text. ITL International Journal of Applied Linguistics, 156, 299-326. https://doi.org/10.2143/ITL.156.0.2034441

Tags: ASL, bilingual, efficacy study, genre, grammar, interactive, strategic, written language

This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There are 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers.

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Research Journal Articles

Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students

Wolbers, K. (2008b). Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students. Journal of Deaf Studies and Deaf Education, 13(2), 255-277. https://doi.org/10.1093/deafed/enm052

Tags: apprenticeship, genre, grammar, interactive, revision, word identification, writing, written language

The current study reports the findings of balanced and interactive writing instruction used with 16 deaf and hard of hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students. The intervention took place in two elementary classrooms (N=8) and one middle school classroom (N=8) for a total of 21 days. A comparison of pre and posttest scores on both writing and reading measures evidenced that students made significant gains with use of genre-specific traits, use of contextual language, editing/revising skills, and word identification. Students showed neither gains nor losses with conventions and total word count. In addition, a one-way MANOVA was used to detect any school-level effects. Elementary students made significantly greater gains with respect to conventions and word identification, and middle school students made significantly greater gains with editing and revising tasks.

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