Date of this Version
Students who are deaf or hard of hearing (DHH) may access language differently than their typical hearing peers, or they may require additional supports and accommodations. This can lead to differences in communication modes and styles that can make communication and language development difficult, which can impact reading and writing skills. When their specific writing concerns are addressed, writing offers these students another outlet to express their ideas, share thoughts, and engage in meaningful communication with others. The purpose of this study was to examine whether Self-Regulated Strategy Development (SRSD) persuasive writing strategies would help improve writing length and quality for DHH students. A single-case, multiple-baseline across participants design was used to examine intervention effects with five students in grades two through five who were deaf or hard of hearing. Participants engaged in a 10-week writing intervention focused on persuasive essay writing. The researcher provided each student around 25 min of instruction, two to four days per week. Outcome measures included total words written and number of persuasive writing elements present. Results showed some improvement over the course of the study but did not show a functional relationship between SRSD instruction and persuasive essay quality. Researchers were unable to draw conclusions about whether this intervention was successful with the students who participated. Future research should examine the potential efficacy of the intervention with students at different grade levels with varying degrees of hearing loss and additional disabilities.
Advisor: Michael Hebert