Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing.

The study describes an adapted form of interactive writing (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an academic year. Findings of the study suggest that interactive writing has the potential to support early writing development in young deaf and hard of hearing children, if supplemented by techniques that make the phonology of English visible.

from the American Annals of the Deaf


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Housed at the internationally renowned Callier Center for Communication Disorders, Callier Library a branch facility of the McDermott Library at The University of Texas at Dallas.

Posted on June 15, 2011, in Research. Bookmark the permalink. Leave a comment.

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