Investigating Writing Instruction Practices for Students With Deafness and Hearing Loss
Bibliographic Data
| ID | 21729933 |
|---|---|
| Authors | Michael Dunn (0000-0001-7457-3344, Washington State University Vancouver), Michael W Dunn (0000-0001-9420-3121, Washington State University Vancouver), Amira Albagshi (Washington State University), Faisal Aldawsari (Washington State University) |
| Year | 2022 |
| Volume | 24 |
| Issue | 2 |
| Pages | 153-173 |
| Publication date | 2022-08-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Journal of Language and Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1038-1562 • E-ISSN: 1839-4728 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.20360/langandlit29528 |
| OpenAlex | W4292348607 |
| Language | EN |
| References cited | 10 |
This case study investigated the writing instruction practices of teachers (grades 6 and 7) of students with deafness and hearing loss. The researchers focused on what classroom practices and strategies teachers employed with students, what teachers’ perspectives were about best-practices for writing instruction, students’ perspectives about writing, and scores from their end-of-unit writing samples. The authors completed qualitative interviews and classroom observations with teachers (N=2) and students (N=6; three per class observed) about writing instruction for students with deafness and hearing loss. The data resulted in four themes: the need for teacher modeling, guided practice, and developing students’ independence; students’ challenges with writing (e.g., from ASL to English prose); the need for more resources (e.g., professional development about writing); and how assessment helps define students’ strengths and weaknesses
Audiology · Hearing loss · Literacy · Mathematics education · Pedagogy · Strengths and weaknesses · Computer Science · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Medicine · Psychology · Writing and Handwriting Education
Qualitative interviewing
Teaching Writing to Elementary Students in Grades 4–6
Qualitative data analysis for applied policy research
Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language
The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction
Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students
Written Language Abilities in Deaf Italians
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers
Qualitative Studies in Special Education
Reliability in Coding Open-Ended Data
| Highly cited | No |
|---|