NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ784764
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1081-4159
Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students
Wolbers, Kimberly A.
Journal of Deaf Studies and Deaf Education, v13 n2 p257-277 Spr 2008
This article reports the findings of balanced and interactive writing instruction used with 16 deaf and hard-of-hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students. The intervention took place in two elementary classrooms (N = 8) and one middle school classroom (N = 8) for a total of 21 days. A comparison of pre- and posttest scores on both writing and reading measures evidenced that students made significant gains with use of genre-specific traits, use of contextual language, editing/revising skills, and word identification. Students showed neither gains nor losses with conventions and total word count. In addition, a one-way multiple analysis of variance was used to detect any school-level effects. Elementary students made significantly greater gains with respect to conventions and word identification, and middle school students made significantly greater gains with editing and revising tasks.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A