A Grounded Theory of Text Revision Processes Used by Young Adolescents Who Are Deaf

Autor/in	Yuknis, Christina
Titel	A Grounded Theory of Text Revision Processes Used by Young Adolescents Who Are Deaf
Quelle	In: Exceptional Children, 80 (2014) 3, S.307-322 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914522426
Schlagwörter	Middle School Students; Deafness; Partial Hearing; Writing (Composition); Essays; English Instruction; Grounded Theory; Interviews; Middle School Teachers; Observation; Revision (Written Composition); Credibility; Receptive Language; Expectation; Teacher Role; Metacognition + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gehörlosigkeit; Taubstummheit; Hörbehinderung; Schreibübung; Essay; Aufsatzunterricht; English langauage lessons; Englischunterricht; Interviewing; Interviewtechnik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung; Korrektur; Glaubwürdigkeit; Rezeptive Kommunikationsfähigkeit; Expectancy; Erwartung; Lehrerrolle; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This study examined the revising processes used by 8 middle school students who are deaf or hard-of-hearing as they composed essays for their English classes. Using grounded theory, interviews with students and teachers in one middle school, observations of the students engaging in essay creation, and writing samples were collected for analysis. Constant comparison was used during open, axial, and selective coding to develop the grounded theory. Two major themes emerged as central concepts to the students' revision processes: Interacting with Language and Interacting with Instruction. Findings indicate that students did not participate much in revising their texts and teachers assumed most of the cognitive burden of writing. These findings are reported along with implications for practice and research. (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01