Journal Article

Construction of Meaning in the Authentic Science Writing of Deaf Students

Harry G. Lang and John A. Albertini

in The Journal of Deaf Studies and Deaf Education

Volume 6, issue 4, pages 258-284
Published in print October 2001 | ISSN: 1081-4159
Published online October 2001 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/6.4.258
Construction of Meaning in the Authentic Science Writing of Deaf Students

More Like This

Show all results sharing these subjects:

  • Education
  • Linguistics
  • Teaching of Specific Groups and Special Educational Needs

GO

Show Summary Details

Preview

This study examines how students construct meaning through writing during authentic science activities. To determine how well students understood science concepts, we analyzed 228 writing samples from deaf students in grades 6 through 11 as well as the explanatory and reflective comments of their teachers. The analyses indicate that certain process writing strategies were differentially useful in helping deaf students to construct meaning and in allowing teachers to evaluate the constructed meaning. Three instructional conditions and two teacher variables were found to play roles in determining the accuracy and adequacy of the writing: (1) the writing prompts the teachers used, (2) the focus for the writing, (3) follow-up to the initial writing activity, (4) the teacher's content knowledge, and (5) the teacher's ability to interpret student writing. The authors recommend future applications of writing-to-learn strategies and suggest directions for further research and changes in teacher education.

Journal Article.  0 words. 

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

Full text: subscription required

How to subscribe Recommend to my Librarian

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.