2024/06/01 by Leala Holcomb · 1 voice
Psychology · #Hearing Impairment and Communication
paper · doi:10.1353/sls.2024.a936335
openalex publication_date 2024/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/10
Abstract: This investigation aimed to explore the feasibility of implementing the strategic and interactive signing instruction (SISI) framework and its potential to enhance the signed composition skills of four deaf students in a first/second-grade classroom. SISI was adapted from the existing strategic and interactive writing instruction (SIWI) framework that centered on utilizing evidence-based approaches to teaching. A mixed-methods approach involving both qualitative and quantitative data was employed. Qualitative analysis revealed six themes regarding the implementation of SISI: (1) composition topics and genres, (2) target skills, (3) explicit instruction, (4) video technology, (5) idea holding, and (6) accommodating younger ages. Broadly, SISI was successfully implemented, and areas for further adaptation were identified. Quantitative data were collected from four students, involving responses to prompts across three genres—narrative, informative, and persuasive. Pre- and posttest scores showed improvements in discourse-specific traits across these genres. While the findings suggest the feasibility and promise of SISI in facilitating the development of signed literacy, further larger-scale studies involving controls are required to fully investigate SISI's efficacy.