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

Autor/inn/en	Wolbers, Kimberly A; Dostal, Hannah M; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R; Saulsburry, Rachel
Titel	The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction
Quelle	(2015), (53 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1093/deafed/env022
Schlagwörter	Writing Achievement; Elementary School Students; Writing Instruction; Deafness; Hearing Impairments; Partial Hearing; Instructional Effectiveness; Case Studies; Descriptive Writing; Expository Writing; Persuasive Discourse; Writing Improvement; Pretests Posttests; Comparative Analysis; Statistical Analysis; Grade 3; Grade 4; Grade 5; Writing Strategies; Achievement Tests; Standardized Tests; Stanford Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schreibunterricht; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Persuasion; Persuasive Kommunikation; Statistische Analyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schreibtechnik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre- and post-data from a larger group of students (N = 31) were compared. Wilcoxon signed-rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided. Baseline and intervention writing samples from Curt (recount), Heather (information report), and Nelly (persuasive) are provided in the Appendix to illustrate the common patterns of improvement identified in student writing. [This article was published in the "Journal of Deaf Studies and Deaf Education," v20 n4 p385-398 Oct 2015.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01