NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1252378
Record Type: Journal
Publication Date: 2020-Apr
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1081-4159
Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing
Wolbers, Kimberly A.; Dostal, Hannah M.; Cihak, David; Holcomb, Leala
Journal of Deaf Studies and Deaf Education, v25 n2 p224-238 Apr 2020
This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children's written language development, and to distinguish these from other writing skills such as conventions or handwriting.
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
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120085