Literacy Publications: American Annals of the Deaf 1996 to 2000

Moores, Donald F.; Miller, Margery

doi:10.1353/aad.2012.0536

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…Whereas there are typically no distinctions with use of conventions (Marschark, Lang, & Albertini, 2002) in the writing of deaf and hearing students, there exist several lexical and syntactical differences (Gormely & Sarachan-Deily, 1987). Writing of deaf students can be characterized as having short sentences with simple verb forms, few subordinate clauses, and few conjoined independent clauses (Heider & Heider, 1941;Moores & Miller, 2001;Powers & Wigus;Yoshinaga-Itano, Snyder, & Mayberry, 1996). Vocabulary levels are lower in comparison to their hearing peers (Heefner & Shaw, 1996).…”

Section: Development Of Writing Skills Using Balanced Instructionmentioning

confidence: 99%

Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students

Wolbers

2007

Journal of Deaf Studies and Deaf Education

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This article reports the findings of balanced and interactive writing instruction used with 16 deaf and hard-of-hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students. The intervention took place in two elementary classrooms (N = 8) and one middle school classroom (N = 8) for a total of 21 days. A comparison of pre- and posttest scores on both writing and reading measures evidenced that students made significant gains with use of genre-specific traits, use of contextual language, editing/revising skills, and word identification. Students showed neither gains nor losses with conventions and total word count. In addition, a one-way multiple analysis of variance was used to detect any school-level effects. Elementary students made significantly greater gains with respect to conventions and word identification, and middle school students made significantly greater gains with editing and revising tasks.

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Section: Development Of Writing Skills Using Balanced Instructionmentioning

confidence: 99%

Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students

Wolbers

2007

Journal of Deaf Studies and Deaf Education

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School-to-Work Experiences: Curriculum as a Bridge

Bonds¹

2003

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ecause workers must be prepared to constantly update their skills and reeducate themselves for new skills, lifelong learning must be a goal for every teacher and student. The curriculum provided during educational experiences should pave the way for attainment of this goal. This is particularly true for deaf and hard of hearing students. School-to-work (STW) has become an umbrella term for activities, experiences and opportunities that prepare students for the world of work, such as youth apprenticeships, mentoring, internships, job shadowing, career exploration, and integration of academic and vocational curriculum. This article provides historical background on STW, laws shaping requirements for STW programs, and research supporting STW components. Recommendations are provided for curricular elements of an STW program, and trends in STW are forecast.

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Families with Deaf Members: American Annals of the Deaf, 1996 to 2000

Moores¹,

Jatho²,

Dunn³

2001

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The authors provide an overview of 21 articles from several countries focusing on families with deaf members published in the literary issues of the American Annals of the Deaf from 1996 to 2000. Four categories were identified: Interaction and Involvement, Support Services, Stress and Coping, and Decision Making. The articles represent a commendable expansion of focus from the mother-child dyad to increased attention to fathers, siblings, extended family members, and significant nonfamily members such as deaf adults. The heterogeneity of families was a striking factor, even within those studies dealing with relatively homogeneous populations. Services appeared to be most effective within middle-class, educated family units, illustrating the need for more comprehensive services sensitive to the needs of families from less affluent backgrounds and with lower levels of education. In general, services to families with deaf children may be characterized as better than in the past but still in need of significant sensitivity and improvement. The presence of a deaf child in a family with hearing parents may cause stress, but parents have the flexibility to respond in a positive and beneficial way, especially when provided adequate information and support. The idea that hearing parents go through a grieving process involving the identification of deafness in their child seems to be an overstatement.

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Literacy Publications: American Annals of the Deaf 1996 to 2000

Cited by 3 publications

References 14 publications

Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students

Using Balanced and Interactive Writing Instruction to Improve the Higher Order and Lower Order Writing Skills of Deaf Students

School-to-Work Experiences: Curriculum as a Bridge

Families with Deaf Members: American Annals of the Deaf, 1996 to 2000

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