Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.

Exploring Audience Engagement and Critical Narrative Intervention With the Celling Sex Film

Young women who trade sex experience high rates of stigma that exacerbate existing health inequities. The products of participatory visual methodologies show promising potential for challenging stigma. In total, 15 young women who trade sex created individual brief videos to share their experiences. Following a participatory analysis, the videos were edited into one composite movie to highlight key messages. Eight facilitated screenings (cohosted by participant filmmakers and research team members) were organized with diverse community and health organizations. Audiences were led through a series of interactive writing, drawing, viewing, and discussion activities. Sessions were audio recorded, transcribed verbatim, and inductively analyzed to assess the impacts of the film on audiences. Audience reactions were categorized into four overarching themes to describe main impacts: consciousness raising, commitments to practice and organizational change, effectiveness of the approach, and limitations. Audience responses demonstrated that facilitated screenings can challenge harmful stereotypes and help viewers consider pathways to enact positive change in their personal and professional lives. However, changing deep-rooted patterns of stigma takes time, dedication, and accountability.

The Effectiveness of Interactive Writing Instruction toward Hearing Impaired Students’ Ability in Writing Skill at SMALB-B Kemala Bhayangkari 2 Gresik

The positive relationship between literacy on writing and phonological toward hearing impaired students in which the use of phonological information writing is important to produce a good composition in writing that indicated as a problem of hearing impaired student. Based on the previous studies, interactive writing instruction can be used for teaching learning writing especially for hearing impaired students. Further, the study suggests that it will be more effective if the researcher provides visual aids such as flash card an access for phonological information in a visual form. This study was designed to investigate the significant effect of interactive writing instruction toward hearing impaired students’ ability in writing skill. The design of this study was pre experimental design in the form of one group pre-test and post-test design because only one subject was treated in this study. It means that, the study was done in one group only without other control group. The researcher chose students of first grade in SMALB-B Kemala Bhayangkari 2 Gresik. The data was collected by using test pre-test and post-test about announcement text. After getting the data, the researcher analyzed the data by using SPSS 16.00 and Wilcoxon Sign Rank test. The research finding showed that sign. (2-tailed) is .046. The sig. (2-tailed) was lower than 0.05 (0.04 < 0.05). Ho can be rejected because p value was above 0.05 that was 0.046 at 5% level. There was enough evidence to conclude that the use of interactive instruction on writing skill toward 5 hearing impaired students were significantly different. Therefore, the researcher suggests to English teacher for implementing of interactive writing instruction as an alternative strategy in English teaching. The researcher hopes for the further researcher to apply interactive writing instruction in other skills, and levels.

Interactive Teaching in Writing Session of English Department Students

Interactive writing is a writing process used to teach students how to write a paragraph. The process involves the sharing of writing between the teacher and students. It can be in a group of students. The purpose of this research was to know the development of writing skill in the students of English Department through interactive method. All participants were the students of the English Department Faculty of Letters of Pamulang University. Interactive writing is an effective method as the teacher role is very important. A Theory used is Brown’s theory (2000). The procedure is to teach students how to write well by allowing them to directly copy the demonstration of the teacher. Interactive writing helps students improve their writing skills as using the same example as the teacher and creates the right mindset for the students to copy the technique of writing a paragraph by the teacher correctly. By directly following the guide of the teacher, the students writing is better than they use their own writing. As an introduction to writing, interactive writing is a useful and successful technique for teachers to use in teaching the basics.

Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children’s written language development, and to distinguish these from other writing skills such as conventions or handwriting.