“We Are Authors”: A Qualitative Analysis of Deaf Students’ Writing During One Year of Strategic and Interactive Writing Instruction (SIWI)
Main Article Content
Keywords
writing, deaf/hard of hearing, engagement
Abstract
This article expands on prior Strategic and Interactive Writing Instruction (SIWI) research by examining students' development as writers. Findings from a qualitative analysis of the writing development of 20 middle-school deaf and hard of hearing students over one year of instruction is reported. Implications and future directions are discussed.
References
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Albertini, J. (1993). Critical literacy, whole language, and the teaching of writing to deaf students: Who should dictate to whom? TESOL Quarterly, 27(1), 59-73. doi:10.2307/3586951.
Antia, S. D., Reed, S., & Kreimeyer, K. H. (2005). Written language of deaf and hard-of-hearing students in public schools. Journal of Deaf Studies and Deaf Education, 10(3), 244-255. doi:10.1093/deafed/eni026.
Applebee, A. N. (2000). Alternative models of writing development. In R. Indrisano & J. Squire (Eds.). Perspectives on writing: Research, theory and practice. Newark, Delaware: International Reading Association. doi:10.2143/ITL.156.0.2034441.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bialystok, E. (2001). Acquisition of bilingual children: A framework for research. Language Learning, 57, 45-77.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Doe, T. (2004). The difficulty with deafness discourse and disability culture. Review of Disability Studies. 1, 34-41.
Ellis, N. C. & Laporte, N. (1997). Contexts of acquisition: Effects of formal instruction and naturalistic exposure on second language acquisition. In A.M.B. de Groot & J.F. Kroll (Eds.), Tutorials in bilingualism (pp. 53-83). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Englert, C. S., & Dunsmore, K. (2002). A diversity of teaching and learning paths: Teaching writing in situated activity. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (pg. 81-130). Boston, MA: JAI.
Englert, C. S., Mariage, T. V., & Dunsmore, K. (2006). Tenets of sociocultural theory in writing instruction research. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 208–221). New York, NY: The Guilford Press.
Flower, L., S. & Hayes, R., J. (1980). The Cognition of Discovery: Defining a Rhetorical
Problem. College Composition and Communication, 31, 21-32. doi:10.2307/356630.
Flyvbjerg, B. (2011). Case Study. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (4th ed.; pp. 301-316). Thousand Oaks, CA: Sage.
Fung, P. C., Chow, B., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10, 82-95. doi:10.1093/deafed/eni005.
Gallaudet Research Institute. (2003, October 30). Literacy and deaf students. Retrieved: August 17, 2005, from http://gri.gallaudet.edu/Literacy/index.html
Graham, S. (2006). Strategy Instruction and the Teaching of Writing: A Meta-analysis. In Handbook of Writing Research, C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds). New York: The Guilford Press.
Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: John Wiley
Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In. P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329–354). Baltimore, MD: Brookes.
Jackson, Y. (2011) The pedagogy of confidence: Inspiring high intellectual performance in urban schools. New York, NY: Teachers College Press.
Johnson, R., Onwuegbuzie, A., & Turner, L. (2007). Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1(2), 112-133.
Krashen, S. D. (1994). The input hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). London, UK: Academic Press Limited.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Mariage, T. V. (2001). Features of an interactive writing discourse: Conversational involvement, conventional knowledge, and internalization in ‘‘Morning Message’’. Journal of Learning Disabilities, 34, 172–196. doi:10.1177/002221940103400206.
McAnally, P., Rose, S., & Quigley, S. (1994). Language learning practices with deaf children. Boston, MA: Little, Brown, and Co.
Moore, M., & Levitan, L. (2003). For Hearing People Only, Answers to Some of the Most Commonly Asked Questions About the Deaf Community, its Culture, and the "Deaf Reality", Rochester, NY: Deaf Life Press.
Moores, D. F., & Miller, M. S. (2001). Literacy Publications: American Annals of the Deaf 1996 to 2000. American Annals of the Deaf, 146(2), 77–80. doi:10.1353/aad.2012.0536.
Padden, C. A. & Humphries, T. L. (1990). Deaf in America: Voices from a Culture, Cambridge, MA: Harvard University Press.
Padden, C. A. & Humphries, T. L. (2005). Inside Deaf Culture, Cambridge, MA: Harvard University Press.
Rosen, R. (2006). An unintended consequence of IDEA: American Sign Language, the Deaf community, and Deaf culture into mainstream education. Disability Studies Quarterly, 26(2), 35-35.
Saldana, J. (2012). The coding manual for qualitative researchers. New York, NY: Sage Press.
Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 778-803). New York, NY: Macmillan.
Scharlach, T. D. (2008). These kids just aren't motivated to read: The influence of pre-service teachers' beliefs on their expectations, instruction, and evaluation of struggling readers. Literacy Research and Instruction, 47(3), 158–173.
Schleper, D.R. (1995). Reading to deaf children: Learning from Deaf adults. Perspectives in Education and Deafness, 13(4), 48.
Vroom V. (1964). Work and motivation. New York: Wiley.
Vygotsky, L.S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. (1994). Thought and Language. Cambridge, MA: The Massachusetts Institute of Technology Press.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Yoshinaga-Itano, C., & Downey, D. M. (1996). Development of School-Aged Deaf, Hard-of-Hearing, and Normally Hearing Students' Written Language. Volta Review, 98(1), 3-7. Retrieved from http://agbell.org/NetCommunity/Page.aspx?pid=501
Yoshinaga-Itano, C., Snyder, L.S. & Mayberry, R. (1996). How Deaf and Normally Hearing Students Convey Meaning within and between Written Sentences. Volta Review, 98(1), 9-38. Retrieved from http://agbell.org/NetCommunity/Page.aspx?pid=501
Albertini, J. (1993). Critical literacy, whole language, and the teaching of writing to deaf students: Who should dictate to whom? TESOL Quarterly, 27(1), 59-73. doi:10.2307/3586951.
Antia, S. D., Reed, S., & Kreimeyer, K. H. (2005). Written language of deaf and hard-of-hearing students in public schools. Journal of Deaf Studies and Deaf Education, 10(3), 244-255. doi:10.1093/deafed/eni026.
Applebee, A. N. (2000). Alternative models of writing development. In R. Indrisano & J. Squire (Eds.). Perspectives on writing: Research, theory and practice. Newark, Delaware: International Reading Association. doi:10.2143/ITL.156.0.2034441.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bialystok, E. (2001). Acquisition of bilingual children: A framework for research. Language Learning, 57, 45-77.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Doe, T. (2004). The difficulty with deafness discourse and disability culture. Review of Disability Studies. 1, 34-41.
Ellis, N. C. & Laporte, N. (1997). Contexts of acquisition: Effects of formal instruction and naturalistic exposure on second language acquisition. In A.M.B. de Groot & J.F. Kroll (Eds.), Tutorials in bilingualism (pp. 53-83). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Englert, C. S., & Dunsmore, K. (2002). A diversity of teaching and learning paths: Teaching writing in situated activity. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints (pg. 81-130). Boston, MA: JAI.
Englert, C. S., Mariage, T. V., & Dunsmore, K. (2006). Tenets of sociocultural theory in writing instruction research. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 208–221). New York, NY: The Guilford Press.
Flower, L., S. & Hayes, R., J. (1980). The Cognition of Discovery: Defining a Rhetorical
Problem. College Composition and Communication, 31, 21-32. doi:10.2307/356630.
Flyvbjerg, B. (2011). Case Study. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (4th ed.; pp. 301-316). Thousand Oaks, CA: Sage.
Fung, P. C., Chow, B., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10, 82-95. doi:10.1093/deafed/eni005.
Gallaudet Research Institute. (2003, October 30). Literacy and deaf students. Retrieved: August 17, 2005, from http://gri.gallaudet.edu/Literacy/index.html
Graham, S. (2006). Strategy Instruction and the Teaching of Writing: A Meta-analysis. In Handbook of Writing Research, C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds). New York: The Guilford Press.
Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: John Wiley
Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In. P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329–354). Baltimore, MD: Brookes.
Jackson, Y. (2011) The pedagogy of confidence: Inspiring high intellectual performance in urban schools. New York, NY: Teachers College Press.
Johnson, R., Onwuegbuzie, A., & Turner, L. (2007). Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1(2), 112-133.
Krashen, S. D. (1994). The input hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). London, UK: Academic Press Limited.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Mariage, T. V. (2001). Features of an interactive writing discourse: Conversational involvement, conventional knowledge, and internalization in ‘‘Morning Message’’. Journal of Learning Disabilities, 34, 172–196. doi:10.1177/002221940103400206.
McAnally, P., Rose, S., & Quigley, S. (1994). Language learning practices with deaf children. Boston, MA: Little, Brown, and Co.
Moore, M., & Levitan, L. (2003). For Hearing People Only, Answers to Some of the Most Commonly Asked Questions About the Deaf Community, its Culture, and the "Deaf Reality", Rochester, NY: Deaf Life Press.
Moores, D. F., & Miller, M. S. (2001). Literacy Publications: American Annals of the Deaf 1996 to 2000. American Annals of the Deaf, 146(2), 77–80. doi:10.1353/aad.2012.0536.
Padden, C. A. & Humphries, T. L. (1990). Deaf in America: Voices from a Culture, Cambridge, MA: Harvard University Press.
Padden, C. A. & Humphries, T. L. (2005). Inside Deaf Culture, Cambridge, MA: Harvard University Press.
Rosen, R. (2006). An unintended consequence of IDEA: American Sign Language, the Deaf community, and Deaf culture into mainstream education. Disability Studies Quarterly, 26(2), 35-35.
Saldana, J. (2012). The coding manual for qualitative researchers. New York, NY: Sage Press.
Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 778-803). New York, NY: Macmillan.
Scharlach, T. D. (2008). These kids just aren't motivated to read: The influence of pre-service teachers' beliefs on their expectations, instruction, and evaluation of struggling readers. Literacy Research and Instruction, 47(3), 158–173.
Schleper, D.R. (1995). Reading to deaf children: Learning from Deaf adults. Perspectives in Education and Deafness, 13(4), 48.
Vroom V. (1964). Work and motivation. New York: Wiley.
Vygotsky, L.S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. (1994). Thought and Language. Cambridge, MA: The Massachusetts Institute of Technology Press.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Yoshinaga-Itano, C., & Downey, D. M. (1996). Development of School-Aged Deaf, Hard-of-Hearing, and Normally Hearing Students' Written Language. Volta Review, 98(1), 3-7. Retrieved from http://agbell.org/NetCommunity/Page.aspx?pid=501
Yoshinaga-Itano, C., Snyder, L.S. & Mayberry, R. (1996). How Deaf and Normally Hearing Students Convey Meaning within and between Written Sentences. Volta Review, 98(1), 9-38. Retrieved from http://agbell.org/NetCommunity/Page.aspx?pid=501
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Feb 12, 2015
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