Strategic & Interactive Writing Instruction (SIWI)
Writing instruction for deaf learners!
In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf […]
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 […]
Thirty-seven deaf and hard of hearing (DHH) students in grades four through six participated in a year of Strategic and Interactive Writing Instruction, an approach to writing instruction designed to be responsive to DHH students’ unique language experiences and profiles. The current study investigated the transfer of writing skills between genres by analyzing participants’ recount, information report, and persuasive […]
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; […]
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 […]
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 […]
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 […]
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 […]