Recording-2025-02-22T19:02:54.819Z

Challenges in Writing for Deaf and Hard of Hearing Students

  • Many deaf and hard of hearing students find writing a challenging area due to:

    • English being a second language for them.

Supporting Students Through the Writing Process

  • Strategies for support include:

    • Instructional strategies tailored to their needs.

    • Use of visual supports.

Interaction and Engagement

  • Creating an interactive environment is essential to:

    • Discuss comprehension and the writing process.

    • Foster confidence in writing abilities.

Visual Explicit Instruction

  • Deaf and hard of hearing students learn best with:

    • Visual cues and explicit instruction.

    • More visual instruction leads to better integration and retention of information.

Understanding the Writing Process

  • The writing process is typically linear:

    • Students start with a first draft, revise, write a second draft, etc.

  • Writing can also be recursive; adjustments may occur during the process.

Visual Supports in Writing

  • Use of visual aids, such as posted goals, enhances understanding by:

    • Providing clarity on the stages of writing.

    • Allowing for references to past goals for context.

Tools for Individual Needs

  • Developing personalized strategies for students includes:

    • Cue cards that align with writing objectives.

    • Visual references for areas needing improvement, such as expanding ideas in persuasive writing.

Scaffolding Techniques

  • Techniques such as OREO (Opinion, Reason, Example, Opinion) and visual representations improve:

    • Understanding of persuasive genres.

    • Skills for organizing thoughts and arguments effectively.

Core Recommendations

  1. Understanding the Writing Process:

    • Critical for students to comprehend the circular nature of writing as well as the unique needs of each student.

  2. Guided Interactive Writing:

    • Collaborative writing sessions where teacher and students write together to foster a community of writers.

    • Students gain skills from shared knowledge and varied experiences within a group.

The Step In, Step Out Teaching Method

  • Teachers should shift from:

    • Close guidance when introducing new skills to: - Gradual release of responsibility to students for independent writing and application.

Think-Aloud Strategies

  • Using think-alouds during writing helps students:

    • Clarify confusing parts of writing.

    • Engage in problem-solving and develop deeper understanding.

Building Metalinguistic Knowledge

  • Teachers support students in developing:

    • Linguistic comprehension in ASL and English.

  • Activities using:

    • Collaborative writing with explicit use of ASL and English to enhance expression and understanding.

Creating Rich Language Environments

  • Use of explicit methods to build linguistic competence emphasizes:

    • Supporting students in becoming proficient in both languages.

    • Engaging discussions to differentiate between ASL and English structures.

Additional Resources

  • The presentation mentioned is briefly outlines:

    • Core recommendations and various approaches available in the book and on the associated website.

  • Importance of mentoring and authentic writing experiences are emphasized.

Further Support and Information

  • Comprehensive resources available, including:

    • Language zone strategies for students with varying language backgrounds.

    • Assessment methods and mentor texts for differentiated instruction.