ERIC Number: ED288286
Record Type: RIE
Publication Date: 1987-Apr
The Role of Instruction in Text Structure and Metacognitive Strategy Instruction in Deaf Students' Learning To Read and Write Stories.
Akamatsu, Carol Tane
Metacognitive strategy instruction was used to teach two deaf children (ages 11 and 12) with differing American Sign Language and English language skills to summarize stories in writing. The instructional program used a knowledge of text structure--specifically story structure--to improve literacy skills by enhancing the children's ability to comprehend, remember, and generate stories. Program components addressed learning reasons for summarizing, identifying the kinds of information contained in a story, finding this information, organizing it for a summary, and writing the actual summary. Mechanical aspects of writing such as grammar, spelling, and punctuation were not stressed. Effectiveness of the program was evaluated using a single-subject design. Baseline measures revealed that the subjects had only a meager knowledge of story structure. During intervention, subjects' performance rose dramatically. Although the summaries they produced were not mechanically perfect, they had the structure of a story and therefore appeared to be better writing samples than those produced before intervention. In one subject, this level of performance was maintained; in the other, performance declined during the maintenance period. (Author/VW)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).