Application of the structured analysis of written language tool to the writing of deaf Chinese students.

Limited access to spoken and signed language is a worldwide phenomenon affecting deaf children. Language delay caused by impeded language acquisition has negative cascading effects on deaf children's learning and development. In the event of stymied language development, deaf students exhibit highly errored writing and commit errors unseen in the writing of hearing students.

A comparative study of how teachers communicate in deaf education classrooms.

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings.

Enhancing word signing in hearing students with reading disorders using computer-based learning trials.

Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.

Developing expressive language skills of deaf students through specialized writing instruction.

Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we examined the impact of strategic and interactive pedagogical approaches, namely Strategic and Interactive Writing Instruction, implemented with deaf students in grades 3-6 to develop genre-specific traits in their expressive language (spoken or signed) and writing.

Writing instruction with grade-level/college-bound secondary deaf students.

In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels.

Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial.

Writing teachers play an extraordinarily important role in their students' writing development. Teachers' motivational beliefs, such as attitudes toward writing, perceptions of their efficacy to teach writing, or preparation to use evidence-based instructional practices, impact their writing instruction, which directly affects the advancement of students' writing skills. Deaf writers are a subpopulation of writers who may face discriminatory beliefs toward their writing development stemming from ableism, audism, or linguicism.

Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?

Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing.

Effects of ASL Rhyme and Rhythm on Deaf Children's Engagement Behavior and Accuracy in Recitation: Evidence from a Single Case Design.

Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children's language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied.

Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing.

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data.

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

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.

Parallel and divergent interpreting in an elementary school classroom.

The study examined the extent to which a highly qualified interpreter remained parallel with or diverged from the original classroom discourse in her interpreting for a 3rd-grade deaf student in science, social studies, and resource room. The interpreter's signed and verbalized expressions were compared to the class participants' expressions for meaning equivalence. Parallel interpreting, occurring 33.

"I was born full deaf." Written language outcomes after 1 year of strategic and interactive writing instruction.

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g.

Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students.

This article reports the findings of balanced and interactive writing instruction used with 16 deaf and hard-of-hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students. The intervention took place in two elementary classrooms (N = 8) and one middle school classroom (N = 8) for a total of 21 days.