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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 3 |
Written language outcomes of deaf elementary students engaged in authentic writing
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In: Theory and Practice in Teacher Education Publications and Other Works (2020)
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| 4 |
Reading comprehension: a comparison of typically hearing and deaf or hard-of-hearing children
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| 5 |
The Language Zone: Differentiating writing instruction for students who are d/Deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2019)
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| 6 |
The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing
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In: UNF Faculty Publications (2019)
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| 7 |
Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
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In: Exceptional, Deaf, and Interpreter Education Faculty Publications (2018)
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Abstract:
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 two types of writing—personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss.
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Keyword:
deaf; Education; elementary education; Special Education and Teaching; writing instruction
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URL: https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1003&context=eexc_facpub
https://digitalcommons.unf.edu/eexc_facpub/5
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| 8 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 9 |
Differentiating writing instruction for students who are deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 10 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 11 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 12 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 14 |
Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2014)
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| 16 |
Deaf writers’ application of ASL knowledge to English
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In: Theory and Practice in Teacher Education Publications and Other Works (2013)
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| 17 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
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| 18 |
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
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| 19 |
Developing Students’ First Language through a Second Language Writing Intervention: A Simultaneous Approach
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In: Doctoral Dissertations (2011)
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