Article published In:
Learning and Teaching L2 WritingGuest-edited by Daphne van Weijen, Elke Van Steendam and Gert Rijlaarsdam
[ITL - International Journal of Applied Linguistics 156] 2008
► pp. 299–326
Guest-edited by Daphne van Weijen, Elke Van Steendam and Gert Rijlaarsdam
[ITL - International Journal of Applied Linguistics 156] 2008
► pp. 299–326
Strategic and Interactive Writing Instruction (SIWI)
Apprenticing Deaf Students in the Construction of English text
This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There were 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers.
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