Journal of Communication Disorders, Deaf Studies & Hearing Aids
Open Access

Department of Curriculum and Instruction, University of Connecticut, USA

Biography

Research focuses on writing instruction for deaf and hard of hearing (DHH) students and teacher professional development in literacy. In particular, She examine Strategic and Interactive Writing Instruction as an intervention for DHH students with varied language histories. In addition, she investigate the role of genre and literacy instruction in the development of disciplinary knowledge and discipline-specific communication patterns. Thecurrent research is funded by the Institute for Education Sciences (IES), and has previously been funded by IES, State Teacher Quality Grant partnerships, the International Literacy Association, and the Connecticut Department of Education.

Publications

• Research   
  The Relationship between Elementary Deaf and Hard of Hearing Students’ Writing Performance and Writing Motivation
  Author(s): Kimberly A Wolbers*, Hannah M Dostal, Kelsey Holton, Joan Weir and Alaa Alsabei
  
  This study is in response to the lack of research that exists related to the role of motivation in the writing development and achievement of deaf and hard of hearing (d/hh) students. We investigated whether demographic and language variables were associated with writing motivation among 76 third through fifth grade d/hh elementary students, and whether motivation for personal narrative, information report and persuasive writing was related to writing performance in the same genres. Demographic variables such as gender, age, and hearing level, and the language variable of American Sign Language receptive skills, did not show an association with writing motivation measured by the Situated Writing Activity and Motivation Scale. Knowledge of English, however, showed a weak to moderate positive correlation with motivation. In a simple linear regression model, English was a statistically s.. View More»
  DOI: 10.35248/2375-4427.19.7.193

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