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

Abstract

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.

Writing and Deafness: State of the Evidence and Implications for Research and Practice

“…In a recent study not included in the aforementioned review, Wolbers et al [83] investigated the use of Strategic and Interactive Writing Instruction (SIWI) with a cohort of 31 deaf students in third to fifth grade. It should be noted that this intervention was also used in a number of previous studies included in the Strassman and Schirmer [82] review.…”

“…However, although the NAEP [84] rubrics were used to score the samples, only those traits related to development and organization of ideas were taken into account, and the language and convention traits were not considered. This was done to allow for the examination of "discourse-level writing skills without the influence of language on scorer decision making" [83] (p. 396). The second study was a single case design taking an in-depth look at the writing of five students.…”

“…Then stand on the grass. Last back inside" [83] (p. 398). The authors suggest that further SIWI instruction should continue to improve discourse-level writing skills, but acknowledge that there is not yet evidence that it will have an impact on form.…”

The written language of children with cochlear implant

“…[14,16]), and in planning and text monitoring. [35,36] Another source of difficulty for deaf children is the memory load of the writing task, which may exceed the verbal WM resources of these students. [9] The contribution of verbal WM to written production is so significant that verbal WM skills are considered a primary factor in the development of writing abilities in typically developing children.…”

“…[35,36] Children are explicitly taught writing strategies, through the use of mnemonics (e.g. POSTER: planning, organizing, scribing, translating, editing and revising), guided questions, and scaffolding techniques, and they co-construct their written products collaboratively, being actively engaged in problem solving and decision-making activities.…”