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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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| 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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Abstract:
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 29 middle school students in a state school for the Deaf were analyzed to examine changes over time. Samples were gathered before, during, and after a year-long writing intervention using Strategic and Interactive Writing Instruction (SIWI). When using SIWI, students are exposed to proper spelling during guided writing instruction; however, spelling is not a specific focus of each lesson. In this study, a linguistic analysis of spelling errors was used to assess each child’s understanding of the phonological, morphological, orthographic, semantic and visual imagery rules that apply to written words. No significant improvements in spelling were noted and the results indicate that spelling should be targeted during writing lessons. The results provide important information on the acquisition of spelling skills with this unique population and the use of narrative samples to assess spelling.
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Keyword:
deaf and hard of hearing; deaf education; Education; spelling; writing; writing instruction
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1015&context=utk_theopubs
https://trace.tennessee.edu/utk_theopubs/12
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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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