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The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction.

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Strategic and Interactive Writing Instruction (SIWI) improved writing skills in deaf and hard of hearing (DHH) elementary students across multiple genres. This approach shows promise for enhancing written expression in young DHH learners.

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Area of Science:

  • Education
  • Linguistics
  • Special Education

Background:

  • Deaf and hard of hearing (DHH) students often face challenges in written expression.
  • Previous research indicates Strategic and Interactive Writing Instruction (SIWI) benefits middle grades DHH students.

Purpose of the Study:

  • To investigate the impact of SIWI on the written expression of elementary-aged DHH students.
  • To analyze SIWI's effectiveness across recount/personal narrative, information report, and persuasive writing genres.

Main Methods:

  • Utilized five multiple-probe case studies to assess SIWI implementation.
  • Conducted pre- and post-instructional comparisons with a larger group (N=31).
  • Employed Wilcoxon signed-rank tests to analyze quantitative data.

Main Results:

  • Case studies demonstrated a link between SIWI and improved writing performance in targeted genres.
  • Information reports and persuasive writing showed immediate gains; recount writing required more instructional sessions.
  • Statistical analysis revealed significant improvements across all genres with medium to high effect sizes.

Conclusions:

  • SIWI is a promising instructional practice for improving written expression in elementary DHH students.
  • Further research and development of SIWI for this population are recommended.