Theory and Practice in Teacher Education Publications and Other Works

Document Type


Publication Date





In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences and engage critical thinking and reasoning (Allington & Johnston, 2002, Vygotsky, 1987; Wertch, 1991). This study investigates the impact of Strategic and Interactive Writing Instruction (SIWI) on the development of signed expressive language (ASL) and written English. Our analysis demonstrates that a focus on ASL did not detract from students’ writing growth in English. Instead a focus on building ASL and written English proficiency simultaneously resulted in significant gains in both language and writing.

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

Included in

Education Commons