This three-year project seeks to adapt the Strategic and Interactive Writing Instruction (SIWI) curriculum that has been implemented primarily in grades 6–8 for expanded use with elementary d/hh students. Given the heterogeneity of the deaf school population, writing intervention must be responsive to students with varying language histories and experiences, and must be sensitive to those with additional disability labels. We anticipate achieving the following objectives by the end of the proposed project:
- Fully develop the SIWI intervention for later elementary students in grades 3–5, including curriculum, instructional materials, and teacher resources;
- Obtain and analyze data that address the feasibility of implementing the intervention; and
- Obtain, analyze, and report data that assess the intervention’s promise for achieving the desired outcomes. A desirable outcome as a result of this program is the development of an instructional approach that is effective in improving the language and literacy outcomes of d/hh elementary students.
For more information about Strategic & Interactive Writing Instruction:
- Visit SIWI’s homepage: Visit SIWI’s homepage
- View SIWI’s research brief: SIWI-Research
- Download a related article: http://www.tandfonline.com/eprint/BTMKqhIEYvSinpPnHZYC/full
- Contact Hannah Dostal at hannah.dostal@uconn.edu
Wolbers, K., Dostal, H., & Graham, S. (August 2012 – July 2015). Development of Strategic and Interactive Writing Instruction (SIWI) for deaf and hard of hearing students. Funded by Institute of Education Sciences (IES), $1,156,576.
Dostal, H. & Wolbers, K. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction, 53(3), 245-268. doi: 10.1080/19388071.2014.907382. Available: http://www.tandfonline.com/eprint/BTMKqhIEYvSinpPnHZYC/full