NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1009019
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0741-9325
Teaching Writing to Deaf Students: Does Research Offer Evidence for Practice?
Strassman, Barbara K.; Schirmer, Barbara
Remedial and Special Education, v34 n3 p166-179 May-Jun 2013
The purpose of this review of the research on writing instruction with deaf students was to determine which findings offer evidence for effective practice. The authors used a framework of critical elements developed from research on hearing writers as a set of findings to which they compared the findings with deaf writers. They identified 16 studies of writing instruction over the past 25 years. Research on approaches for teaching writing to hearing students fell into four categories: teaching the process approach, instruction on characteristics of quality writing, writing for content learning, and feedback. Although all of the studies on teaching writing to deaf students fell into one of these categories, outcomes were equivocal and the evidence for practice is at best promising. They conclude that rigorous research is acutely needed so that writing instruction can be better informed by research findings. (Contains 1 table and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A