Theory and Practice in Teacher Education Publications and Other Works
Source Publication (e.g., journal title)
Journal of Literacy Research
Author ORCID Identifier
https://orcid.org/0000-0002-4992-0508
Document Type
Article
Publication Date
5-2023
DOI
https://doi.org/10.1177/1086296X231163124
Abstract
Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research.
Recommended Citation
Wolbers, K., Dostal, H. & Holcomb, L. (2023). Teacher reports of secondary writing instruction with deaf students. Journal of Literacy Research, 55(1), 28-50. https://doi.org/10.1177/1086296X231163124
Submission Type
Pre-print