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.