“We Are Authors”: A Qualitative Analysis of Deaf Students’ Writing During One Year of Strategic and Interactive Writing Instruction (SIWI)

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Hannah Dostal


writing, deaf/hard of hearing, engagement


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. 

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