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ERIC Number: EJ1077521
Record Type: Journal
Publication Date: 2015-Oct
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-4159
The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction
Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel
Journal of Deaf Studies and Deaf Education, v20 n4 p385-398 Oct 2015
Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre- and post-data from a larger group of students (N = 31) were compared. Wilcoxon signed-rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A