strategic | 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; […]

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 […]

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

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

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 […]

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 […]

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 […]

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 […]