efficacy study | Strategic & Interactive Writing Instruction (SIWI)

Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial

By Kimberly WolbersPosted on January 17, 2022Posted in Research, Research Journal ArticlesTagged efficacy study, genre, grammar, motivation, writing, written language

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students’ diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were […]

Written language outcomes of deaf elementary students engaged in authentic writing

By Kimberly WolbersPosted on April 1, 2020Posted in Research, Research Journal ArticlesTagged efficacy study, fluency/length, grammar, written language

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 […]

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

By Susannah FinleyPosted on November 13, 2018Posted in DissertationsTagged apprenticeship, efficacy study, fluency/length, interactive, language delay/deprivation, linguistic/metalinguistic, revision, strategic, word identification, writing, written language

The purpose of this study was to investigate the effects of writing instruction that was strategic and interactive, namely Strategic and Interactive Writing Instruction (SIWI), when utilized with deaf, middle school students. In addition to strategic and interactive instruction, four minor instructional components included: (a) use of writing examples and non-examples; (b) metalinguistic knowledge building; […]

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

By Susannah FinleyPosted on November 13, 2018Posted in Research Journal ArticlesTagged efficacy study, interactive, linguistic/metalinguistic, strategic, writing, written language

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 […]

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

By Susannah FinleyPosted on November 13, 2018Posted in Research Journal ArticlesTagged efficacy study, genre, strategic, writing

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 […]

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

By Susannah FinleyPosted on October 12, 2018Posted in Research Journal ArticlesTagged 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 […]