Strategic & Interactive Writing Instruction (SIWI)

Writing instruction for deaf learners!

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Reports

Technical Report: Secondary Writing Instruction with Deaf and Hard of Hearing Students who are on Grade Level or College Bound

Wolbers, K., Dostal, H., & Holcomb, L. (2022). Technical report: Secondary writing instruction with deaf and hard of hearing students who are on grade-level or college-bound.

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ResearchCategory:Research Journal Articles

Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial

Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., & Holcomb, L. (2022). Specialized writing instruction for deaf students: A randomized controlled trial. Exceptional Children, 88(2), 185-204. https://doi.org/10.1177/00144029211050849

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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 taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.

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Practitioner Articles

Technology Tools that Support the Writing Process

Saulsburry, R., Kilpatrick, J., Wolbers, K., & Dostal, H. (2015). Technology Tools that Support the Writing Process.Odyssey: New Directions in Deaf Education, 16(1), 30-34.

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Technology—in the form of digital tools incorporated into writing instruction—can help teachers motivate and engage young children, and it may be especially critical for students who do everything they can to avoid writing. Technology may bolster student involvement, foster the engagement of reluctant or struggling writers, and support writing instruction. However, it does even more. A look at the use of technology in two classes shows how technology can create authentic writing opportunities and impact young writers’ choices. Not only do students in these classes engage with their assignment, but they also interact with their audience, explore the purpose of their assignment, and understand their assignment’s impact.

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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.

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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.

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