linguistic/metalinguistic | Strategic & Interactive Writing Instruction (SIWI)

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; […]

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

By Susannah FinleyPosted on November 13, 2018Posted in Research Journal ArticlesTagged ASL, grammar, interactive, language delay/deprivation, language zone, linguistic/metalinguistic, written language

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 […]

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 […]

Deaf writers’ application of ASL knowledge to English

By Susannah FinleyPosted on November 13, 2018Posted in Research Journal ArticlesTagged 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 […]

School as a site for natural language learning

By Susannah FinleyPosted on November 11, 2018Posted in Book ChaptersTagged apprenticeship, ASL, interaction, language delay/deprivation, language zone, linguistic/metalinguistic

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 […]

Interventions for the deaf and language delayed

By Susannah FinleyPosted on October 12, 2018Posted in Book ChaptersTagged apprenticeship, ASL, interactive, language delay/deprivation, linguistic/metalinguistic, strategic

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 […]