Written language outcomes of deaf elementary students engaged in authentic writing

Authors

Kimberly A. Wolbers, University of Tennessee, KnoxvilleFollow
Hannah Dostal, University of Connecticut - StorrsFollow
David Cihak, University of Tennessee, KnoxvilleFollow
Leala Holcomb, University of Tennessee, KnoxvilleFollow

Document Type

Article

Publication Date

4-2020

DOI

https://doi.org/10.1093/deafed/enz047

Abstract

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 convention or handwriting.

Recommended Citation

Wolbers, K., Dostal, H., Cihak, D. & Holcomb, L. (2020). Written language outcomes of deaf elementary students engaged in authentic writing. Journal of Deaf Studies and Deaf Education, 25(2), 224-238. https://doi.org/10.1093/deafed/enz047

Submission Type

Post-print