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 (d/hh) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of d/hh 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

Strategic and Interactive Writing Instruction: An efficacy study in grades 3-5

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and language compared to a business-as-usual condition (N=63). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative (known as recount) and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, language accuracy and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for recount and persuasive writing traits, and recount language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss

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. 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