Theory and Practice in Teacher Education Publications and Other Works

Source Publication (e.g., journal title)

Exceptional Children

Author ORCID Identifier

https://orcid.org/0000-0002-4992-0508

Document Type

Article

Publication Date

1-2022

DOI

https://doi.org/10.1177/00144029211050849

Abstract

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.

Submission Type

Post-print

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."
COinS