Strategic and Interactive Writing Instruction (Siwi)
Apprenticing Deaf Students in the Construction of English text
Bibliographic Data
| ID | 22299141 |
|---|---|
| Authors | Kimberly Wolbers (0000-0002-4992-0508, University of Tennessee at Knoxville, corresponding author), Kimberly A Wolbers (University of Tennessee at Knoxville) |
| Year | 2008 |
| Volume | 156 |
| Pages | 299-326 |
| Publication date | 2008-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.2143/itl.156.0.2034441 |
| OpenAlex | W2202389702 |
| Language | EN |
| Citations received | 12 |
| References cited | 16 |
This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There were 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers
American Sign Language · Deaf education · Linguistics · Literacy · Mathematics education · Multivariate analysis of variance · Multivariate statistics · Pedagogy · Rubric · Sign language · Statistics · Treatment and control groups · Univariate · EFL/ESL Teaching and Learning · English Language Learning and Teaching · Hearing Impairment and Communication · Mathematics · Psychology
A qualitative analysis of deaf secondary writers’ strengths and needs
Assessing Online Writing Professional Development with Video-Based Simulations
Curriculum and Instruction for Deaf and Hard of Hearing Students
Teacher Reports of Secondary Writing Instruction with Deaf Students
Didáctica del español escrito como segunda lengua para estudiantes sordos
A description of ASL features in writing
Deaf writers' application of American Sign Language knowledge to English
"I Was Born Full Deaf." Written Language Outcomes After 1 Year of Strategic and Interactive Writing Instruction
Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students
The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction
Writing outcomes and expressive language use of deaf high school students
Translanguaging Framework for Deaf Education
The Impact of a Dialogic Reading Program on Deaf and Hard-of-Hearing Kindergarten and Early Primary School-Aged Students in Hong Kong
Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers
Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students
A Process Approach to Literacy Using Dialogue Journals and Literature Logs with Second Language Learners
Reformulation
What Works in Teaching Composition
Content‐Based Instruction in the Foreign Language Classroom
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,86 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |