Transfer of writing skills across genres among deaf and hard of hearing elementary writers. (2021)

• Record Type: Journal Article
• Authors: Dostal, Hannah; Wolbers, Kimberly; Weir, Joan
• Is Part Of: International journal of educational research. Volume 109(2021)
• Publication Date: 2021
• Subjects: Writing -- Genre instruction -- Transfer of learning -- Deaf -- Hard of hearing; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2021.101849
• Languages: English
• ISSNs: 0883-0355

Abstract

Abstract: 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. Highlights: Genre instruction impacts students' knowledge of recount and informational writing. Students transfer knowledge between genres of writing. Genre-specific writing skills maintain beyond immediate instruction.