Strategic Interactive Writing Instruction is a flexible framework for writing instruction of deaf/hard of hearing students. An IES supported grant project.
United States
Joined July 2018
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✍️ The SIWI website has a dedicated Research page with recent publications on a variety of topics!
Check out some of the latest findings: ➡️
siwi.utk.edu/research/
We studied the current state of secondary writing instruction with deaf students through a nationwide survey followed by focus groups with teachers. Want to know what we found? Check out our ASL and English briefs!
youtube.com/watch?v=7n3aC6LN…
In our ASL and English briefs, we describe the existence of deaf emergent writers in grades 3-6 and the impact of language deprivation. Check them out!
ASL Brief: youtube.com/watch?v=ALacBeX9…
Explore our newly proposed translanguaging framework for deaf education, which retheorizes the Language Zone, in the ASL and English briefs below.
ASL Brief: youtube.com/watch?v=ygXAuaLN…
Here are new briefs of our research in both ASL and English! Join us in exploring our findings on the application of SIWI in speech therapy for deaf students.
Check out our ASL brief here: youtube.com/watch?v=ypmgwWba…
Here are summaries in both ASL and English of our research! Come and dive into our findings on language-specific strategies in interactive writing instruction for deaf and hard of hearing students.
ASL Brief: youtube.com/watch?v=ZnmVllLm…
This new technical report builds on a previously published report of a nation-wide survey about writing instruction with diverse deaf students.
Secondary Writing Instruction with Deaf and Hard of Hearing Students who are on Grade Level or College Bound
siwi.utk.edu/wp-content/uplo…
University of Tennessee Assistant Professor Dr. Kristen Secora and speech language pathologist Ms. Kelli Williams recently co-presented SIWI research at the American Speech-Language-Hearing Association (ASHA) in New Orleans, LA.
The associated manuscript, with co-authors Dr. Kimberly Wolbers and Dr. Hannah Dostal, is in-press with ASHA’s Perspectives journal. The research revealed that SIWI (siwi.utk.edu) integrates with the roles and responsibilities of a school-based SLP.
A technical report on our latest study has been posted on our website!
"Secondary Writing Instruction With Deaf And Hard Of Hearing Students Who Are On Grade Level Or College Bound"
We have found that for this group of students...
Teachers spent a larger percentage of their time teaching argumentative writing to this group of students.
They also believed this was the most important genre for them.
To read more about our findings, go to siwi.utk.edu/research/ and click on "Technical Report: Secondary Writing Instruction With Deaf And Hard Of Hearing Students Who Are On Grade Level Or College Bound".
We are interested in extending our understanding of high school deaf and hard of hearing students’ writing performance. We ask for help from teachers of the deaf with collecting writing samples from their students. Email lholcom5@utk.edu by Friday, September 23 for more details.