Document Type
Article
Publication Date
2018
Abstract
A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss.
Recommended Citation
Wolbers, Kimberly; Dostal, Hannah; Graham, Steve; Branum-Martin, Lee; Kilpatrick, Jennifer; and Saulsburry, Rachel, "Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5" (2018). Exceptional, Deaf, and Interpreter Education Faculty Research and Scholarship. 5.
https://digitalcommons.unf.edu/eexc_facpub/5
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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Comments
Published in Journal of Educational and Developmental Psychology, 8(1), 99-117.
https://doi.org/10.5539/jedp.v8n1p99