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The ability to write clearly and effectively is an important communication skill that is necessary for school and employment, as it is often the best way to disseminate information and ideas. Both unrecorded sign and speech are ephemeral, but writing allows the author to share an experience or idea...
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Thirty-seven deaf and hard of hearing (DHH) students in grades four through six participated in a year of Strategic and Interactive Writing Instruction, an approach to writing instruction designed to be responsive to DHH students’ unique language experiences and profiles. The current study investigated the transfer of writing skills between genres by analyzing participants’ recount, information report, and persuasive writing samples at four time points: at the beginning of the academic year, immediately before genre-focused instruction, at the end of 9 weeks of instruction in a genre, and 9 weeks after the conclusion of instruction in a genre. Results from the study demonstrate that DHH students transfer genre-specific writing skills between genres. © 2021 The Authors
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This study examined the print exposure of teacher candidates (N = 195) in relation to their GPAs, achievement in reading and writing on the SAT, and their self-ratings of their own early (K to Grade 5) reading experiences. Participants came from undergraduate and Masters programs in varied certification areas and from two different universities. Print exposure measures included author recognition tests for both fiction and nonfiction; a questionnaire about participants’ current voluntary reading habits for books, magazines, newspapers, and digital print media; and favorite authors/books questions. Exploratory factor analysis suggested four factors underlying the different print exposure measures: (1) fiction book reading volume; (2) current magazine and newspaper reading; (3) nonfiction book reading volume and (4) current book reading habits for enjoyment. Only fiction and nonfiction book reading volume related positively to participants’ achievement, in writing as well as reading, and to their early reading experience ratings. A subgroup of participants who had taken a specific reading methods course involving structured language content, and who had positive early reading experience self-ratings, had higher performance in the course than did participants with mixed or negative self-ratings, although the two groups did not differ in overall GPA. Findings support the view that different measures of print exposure tap somewhat different aspects of print exposure, with differing relationships to varied indicators of achievement. Results also support concerns about the reading volume and print exposure of some teacher candidates. © 2020, Springer Nature B.V.
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There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary-age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary. © 2021 International Literacy Association
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