Strategic & Interactive Writing Instruction (SIWI)
Writing instruction for deaf learners!
Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh) and most do not develop age appropriate spelling skills. However, it is critical that these skills are acquired in order to use written language for academic or vocational purposes. Spelling errors from the writing samples of […]
In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences and engage critical […]
Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh) writers utilize features of American Sign Language (ASL) in their writing of English. The purpose of this study is to identify categories of language transfer, provide the prevalence of these […]
Nonstandard grammatical forms are often present in the writing of deaf students which are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with […]
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 […]
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 […]