Strategic and Interactive Writing Instruction: Curriculum Development and an Efficacy Study in Grades 3–5

• In Event: 66.057 - Roundtable Session 27
  In Roundtable Session: 66.057-8 - Serious Writing: Preteen to Adolescent Writing Attitudes and Processes

Abstract

A feasibility study of Strategic and Interactive Writing Instruction (SIWI) involving six teachers of the deaf and hard of hearing (d/hh) in grades 3-5 resulted in the iterative design and development of curriculum, instructional materials, and rubrics. Following development, a quasi-experimental study was conducted to examine the impact of SIWI on d/hh students’ writing in grades 3-5 compared to a business-as-usual condition (N=63). Nine weeks of instruction was provided for two types of writing—recount and persuasive. Writing samples, collected prior to instruction and after, were scored for genre traits, and data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for recount and persuasive writing traits, with effect sizes ranging from 0.53 to 2.01.

Authors

• Kimberly Wolbers, University of Tennessee

• Hannah M. Dostal, University of Connecticut

• Steve Graham, Arizona State University

• Lee Branum-Martin, Georgia State University