Kimberly Wolbers
Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students
University of Tennessee at Knoxville
article reports findings balanced interactive writing instruction used 16 deaf hardofhearing students although instruction used previously first time modified suit specific needs deaf children first time implemented subpopulation students intervention took place two elementary classrooms n 8 one middle school classroom n 8 total 21 days comparison pre posttest scores writing reading measures evidenced students made significant gains use genrespecific traits use contextual language editingrevising skills word identification students showed neither gains losses conventions total word count addition oneway multiple analysis variance used detect schoollevel effects elementary students made significantly greater gains respect conventions word identification middle school students made significantly greater gains editing revising tasks