Specialized writing instruction for deaf students: A randomized controlled trial

• Kimberly Wolbers ^[4] ; Hannah Dostal ^[1] ; Steve Graham ^[2] ; Lee Branum-Martin ^[3] ; Leala Leala ^[4]
  1. [1] University of Connecticut

     University of Connecticut

     Town of Mansfield, Estados Unidos

     
  2. [2] Arizona State University

     Arizona State University

     Estados Unidos

     
  3. [3] Georgia State University

     Georgia State University

     Estados Unidos

     
  4. [4] University of Tennessee

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• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 88, Nº. 2, 2022, págs. 185-204
• Idioma: inglés
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• Resumen

  • 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.