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Fire Your Moon!
Kimberly Wolbers, Hannah Dostal, Lisa Delozier, Lauren Van Meter
University of Tennessee
Research presented February 20, 2010 at ACE-DHH conferenceLexington, KY
An examination of written language outcomes throughout one year of Strategic and Interactive Writing Instruction (SIWI)
Theoretical Influence on Classroom Instruction
Cognitive theories of Composing(Applebee, 2000; Flower & Hayes, 1980; Scardamalia & Bereiter, 1986)
Sociocultural theories of teaching/ learning(Bruner, 1996; Lave & Wenger, 1991; Rogoff, 1990; Vygotsky, 1978, 1994; Wertsch, 1991)
Strategy instruction in writing(Graham, 2006)
Guided, interactive writing(Englert & Dunsmore, 2002; Englert, Mariage, & Dunsmore, 2006; Mariage, 2001)
explicitly taught processes of expert writers (e.g., planning, organization)
use of mnemonic & cue cards
cooperatively discuss and determine writing actions
“step in” and “step out”
MetalinguisticKnowledge
AuthenticResponsive
Balanced
Interactive
Apprentice‐ship
DrivingPrinciples
Strategic and Interactive Writing Instruction (SIWI)
Strategic
SIWI Information and EfficacyWolbers, K. & Dostal, H. (in-press). Interventions for the deaf and language delayed. In R. Allington &
A. McGill-Franzen (Eds.), Handbook of reading disabilities research. Mahwah, NJ: Lawrence Erlbaum, Inc.
Wolbers, K. (2010). Using ASL and print-based sign to build fluency and greater independence with written English among deaf students. L1-Educational Studies in Language and Literature, 10(1), 99-125.
Wolbers, K. & Dostal, H. (2009, December). Interactions that Mediate Language and Literacy Learning.
Research presented at the meeting of the National Reading Conference, Albuquerque, New Mexico.
Wolbers, K. (2008). Strategic and Interactive Writing Instruction (SIWI): Apprenticing deaf students in the construction of English text. ITL International Journal of Applied Linguistics, 156,299-326.
Wolbers, K. & Miller, J. (2008). Adapted for deaf students, “Morning Message”
helps build writing skills. Odyssey, 9(1), 42-45.
Wolbers, K. (2007). Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students. Journal of Deaf Studies and Deaf Education,13(2), 255-277.
Cumulative findings: SIWI has a significant impact on higher level writing skills (e.g., coherence, text structure elements, audience and purpose), lower-level writing skills (e.g., use of complex sentences, subject/verb agreement), text length, editing/revising skills, and word identification ability. Students demonstrate greater independence with writing English over time. Teachers indicate that language delayed students make expressive/ receptive gains.
I went to TSD Famliy learn weekend got card for name then arrive cottage Bring Bags wait for my firend was there at school, we go to arrive school Then i saw Emily I run to my friend happy. Emily’s mom will sign got paper finished, I got Emily’s Bags bring put on car arrive again Cottage put Back at Cottage rom Finish and arrive again school we got snack and Drink then go outside playgrond we meeting from Wtsd Name Brittany J. chat and play. go to swing fall was that hurt go school I Tell my mom about anything Finish, on under play ball throw by my brother tha all Fun active...go to Hs summer Camp I saw Emily again and I meeting from FlaSDB Name gwen that cool person WOW. Next day we go to Island Camp, Boys and grils play game active anything that Great Fun wow.
Lacking an introductionLacking an introduction
Lacking a conclusion
Lacking a conclusionRemains on topic, limited
division of ideas
Remains on topic, limited division of ideas
Transition shown by using ellipsis
Transition shown by using ellipsis
No titleNo title
The SummerI will go at Summer camp on July, see at my friend there too.
My mom drive at my teacher’s house for teach me I learn math or read. I and my mom will buy to store for back to school stuff and I hope like it.
Soon summer camp got a pack on the Bags for summer. My mom will drove arrive at T.S.D. campus, and I don’t know doing maybe see it. I hope will see my friend at there too; and I will
be exctiend at summer camps.
This summer, my mom and I go to my teacher’s house. She give me a book for reading. She teacher to me at a math, but I not like bit math. Shelly King will give me finish work, and I can play with she’s dog every week; I hope enjoy with dog.
My mom will pick up go to buy at the store for back to school. I
will buy for new clothes an pants, I want style clothes loud clothes. I will tell my mom talk about new shose Nike; I like it shose Nike
and all people always polution use shose Nike.
I hope Summer Camp is awsome will for sure. Shelly King will give me a homework free, I hope it. My friend maybe will like my
style clothes and pants of all people will jealous. I hope enjoy
summer time awsome.
Organization/Coherence: ideas separated by
paragraph
1.Intro2.Summer camp3.Tutoring4.School shopping5.Conclusion
Organization/Coherence: ideas separated by
paragraph1.Intro2.Summer camp3.Tutoring4.School shopping5.Conclusion
Introduction sentences included in each paragraph
Introduction sentences included in each paragraph
Intro & conclusion paragraphs encompasses themes from all
detail paragraphs
Intro & conclusion paragraphs encompasses themes from all
detail paragraphs
titletitle
Details for each idea included
Details for each idea included
Prior Research D/HH produce writing with fewer number of words (Yoshinaga-Itano, 1996); choppy, rigid, concrete vocabularies, less complexand more incomplete sentences, frequently omitted function words (Marschark, Mouradian & Halas, 1994); difficulty with subordinate clauses (Witters-Churchill, Kelly & Witters, 1983)“Plateau” in adolescence--little to no progress in rules of English grammar after the age of 12 without development of metalinguistic understanding (Allen, 1986; Musselman & Szanto, 1998; Yoshinaga-Itano & Downey, 1996).Discourse rules in narrative writing may be influenced by grammatical and lexical disfluencies (Marschark, Mouradian & Halas, 1994)Hearing loss only accounts for a small amount of the variance in writing achievement (Antia, Reed, & Kreimeyer, 2005)
Instruction and language variables may be important predictors
Questions Guiding Current Research
Do students receiving SIWI make significant gains in writing length, complexity, and grammatical accuracy over time?
Do students with different L1 language experiences exhibit different patterns of written language growth?
Do higher-achieving students and lower-achieving students make significantly different growth over time?
Method
Participants, N=29Setting
Residential School for the Deaf, Southeastern United States
School Communication Philosophy: Total CommunicationSimultaneous-Communication (spoken English & MCE) Need for ASL use and discussion during SIWI
Class Division: 8th Grade, 27th Grade, 16th Grade, 2
Low (N=15): 13.2High (N=14): 13.2Low (N=15): 13.2High (N=14): 13.2
Low (N=15): 85dB; 39dB AHigh (N=14):
92dB; 31dB A
Low (N=15): 85dB; 39dB AHigh (N=14):
92dB; 31dB A
Low (N=15): 2.06High (N=14): 3.47Low (N=15): 2.06High (N=14): 3.47
LDL (N=7): 13.2ASL (N=4): 13.4EBS (N=7): 12.8SP (N=6): 13.9
CS/ASL (N=5): 12.7
LDL (N=7): 13.2ASL (N=4): 13.4EBS (N=7): 12.8SP (N=6): 13.9
CS/ASL (N=5): 12.7
LDL (N=7): 1.8ASL (N=4): 4.4EBS (N=7): 3.0SP (N=6): 2.5
CS/ASL (N=5): 3.3
LDL (N=7): 1.8ASL (N=4): 4.4EBS (N=7): 3.0SP (N=6): 2.5
CS/ASL (N=5): 3.3
Total (N=29): 13.2Total (N=29): 13.2 Total (N=29):
88dB PTA; 33dB A
Total (N=29):
88dB PTA; 33dB A Total (N=29): 2.7Total (N=29): 2.7All Participants
Ability Groups
Language Groups
Age Averages SAT‐HI Reading
Comp. G.E. Averages
Pure Tone Averages
LDL (N=7): 89; 32ASL (N=4): 101; 39EBS (N=7): 96; 50SP (N=6): 61; 24CS (N=5): 95; 31
LDL (N=7): 89; 32ASL (N=4): 101; 39EBS (N=7): 96; 50SP (N=6): 61; 24CS (N=5): 95; 31
Data Collection 4 Genres of writing taught
Personal narrativeNarrativeExpositoryPersuasive
Writing prompts at pre, mid and post~360 total writing samples
Prior to Post-Tests (considerations)TCAP state standardized assessmentSATHI administrationWJIII administration Bridges post testingend of the year events8thgrade graduation
Coded Information and StructuresSkill Information DerivedLength # of T-units, # of words
Complexity Number of words per T-unit, number of clauses per t-unit, % of compound sentences
Grammatical Accuracy % of fragments, % of abandoned sentences, prepositions, articles, pronouns
Orthographic Features Spelling Correct / Incorrect , CapitalizationIndecipherable utterances
Phrases ASL phrases, Phrase errors
Grammatical number Correct plural usage, regular and irregular
Punctuation Internal and at the end of a sentence
Verbs Tense, agreement Correct and incorrect usage of infinitives
Dialogue Use of correct punctuation, capitalization
Lexical Complexity Type token ratio
T-units definedA T-unit is an independent clause and any subordinate clauses that cannot survive on their own (Hunt, 1965).
Data Analysis
Systematic Analysis of Language Transcript (SALT)
Adapted to meet the needs of our written language analysis
SALT exampleT N-C4-S20-B+ Name: N-C4-S20-B+ Gender: + CA: + Context: + Examiner: Lisa DeLozier- 0:00
T (Title) House up Rocket.
T The [AC] house go [VET] up in [AO] Sky [CIE] [PPC] >T [AO] Rocket [F] on [AO] house [PPC] . T [PROE] [F] Very werid [S] on [AO] house [PPC] >T [AO] Rocket [F] Up [PPEO] [AO] Sky [CIE] to [AO] moon [PPC] . T I don’t [PNIC] [VCS] know why [SC1] but [PROE] [VEO] not on [AO] house [PPC] here >T [F] werid today [PNIE] all [AO] house/*S not up SKY [CIE] in Tennessee [CIC] [PPC] .
Identifying information
Written Transcript
Interrater Reliability
Coded ~20% of writing samples, n= 59Pearson’s rater 1/rater 2 (531 cases/ 40 samples): r = .955, p ≤ 0.001Intraclass Correlation Coefficient: .955, p ≤0.001Pearson’s rater 3/rater 4 (271 cases/ 19 samples): r = .964, p ≤ 0.01Intraclass Correlation Coefficient: .950, p ≤0.001
Consensus was reached among all 4 raters on disagreements
Agreed upon codes were included in analysis
Data Summary Sheet from SALTSTANDARD MEASURES
T N-C4-S20-------------------------------------------------------------TRANSCRIPT LENGTH
Total Utterances 7 0# Analysis Set (C&I Verbal Utts) 4 0
Number of Complete Words 40 0Elapsed Time (0:00) 0.00 0.00
------------------------------------------------------------SYNTAX/MORPHOLOGY# MLU in Words 5.00 ---# MLU in Morphemes 5.00 ---------------------------------------------------------------SEMANTICS# TTR 0.65 ---# No. Different Word Roots 13 0# Total Main Body Words 20 0------------------------------------------------------------DISCOURSE
% Responses to Questions --- ---Mean Turn Length (words) 39.00 0.00Utterances with Overlaps 0 0
------------------------------------------------------------INTELLIGIBILITY
% Intelligible Utterances 100% ---------------------------------------------------------------MAZES AND ABANDONED UTTERANCES# Utterances with Mazes 1 0# Number of Mazes 1 0# Number of Maze Words 1 0# % Maze Words/Total Words 5% ---
# of T-Units
mean# words per T-Unit
MAIN BODY MAIN BODY MAZESAnal Total Anal Total Set Utts Set Utts
---- ----- ---- -----[AC] 0 1 0 0 [AO] 6 9 0 0 [CIC] 1 1 0 0[CIE] 2 3 0 0 [F] 3 4 0 0 [PNIC] 0 1 0 0[PNIE] 1 1 0 0[PPC] 3 6 0 0 [PPEO] 1 1 0 0 [PROE] 0 2 0 0 [S] 0 1 0 0 [SC1] 0 1 0 0 [VCS] 0 1 0 0 [VEO] 0 1 0 0 [VET] 0 1 0 0
Sample Code List Printout
Dependent Variables
Data AnalysisRepeated Measures ANOVA w/ between-subjects factor
Within-subjects factor time (pre, mid, post)
Between-subjects factorlevel (high-achieving, low-achieving)
Descriptive StatisticsDisaggregated by L1 language experience
Language delayedASLEnglish-based signSpeech & sign supported speechContact sign & ASL
Within-Subjects Huynh- Feldt [F(1.77, 48.01) =
4.78, p < .016, ŋp2
= .15]Stat.Sig. w/ Large Effect
with Between-Subjects factor [F(1.77, 48.01) = 1.91, p < .163] Not Statistically Significant
Length Number of Words
M (SD)
Full High Low
Pre 121 (133)
195 (133)
53 (92)
Mid 121 (80)
165 (84)
80 (52)
Post 200 (213)
304 (252)
102 (103)
Within-Subjects [F(2,54) = 4.34, p <
.018, ŋp
2
= .14]Stat.Sig. w/ Large Effect
with Between-Subjects factor [F(2,54) = 2.7, p <
.077] Not Statistically Significant
Length # of T‐units
M (SD)
Full High Low
Pre 14.8 (14.3)
22 (13.9)
8 (11.3)
Mid 15.6 (10.7)
18.8 (12.1)
12.5 (8.5)
Post 23 (20.7)
33.9 (23.9)
12.9 (10.1)
I ye----------------
go to game football.
Language DelayedPretest: 5 words
James HistoryJames enter my house went room then nap for 1 hour.
Justin is wakeup and I did see it self open door. Justin won’t out my room because I think ghost and me little scared then out room feet same wind. In the morning am 1:20 then James sit the chair I feel more and James off the chair. Day 1, Lora went to room and Lora yell I see the ghost and James was come to Lora’
room and James saw
what want and Lora say I saw ghost, James say that invent. In night Justin sleep my bed I (picture of dreaming person) and nightmare and arrate time is am 3:15 is monring then James went get drnk water and back room bed. In now Saturday and James day plan for find ghost thenJames can’t find and and in Sunday I went church 11:00 to 1:30 and 3:30 I left to plane for school. Coolage I all day sit. Justin went bed room go to bath and sleep look up on light ghost walk. On Monday start for school.
Language DelayedPosttest: 183 words
Long ago, I was walking to beach at Florida when I was holding my kitty, I named my kitty name is Spooky. One afternoon at 2:35pm I put away spooky in the backyar. I went to shopping w. my mom then when I got back home. My kitty was watching me. I walked and get my kitty inside the house my kitty was hungry, I gave her the food later she was hungry, I gave her the food later she had a dirrhea in my room. and I ran to my mom and showed her then she took spooky and me to the vet. Spooky was vomiting the vet said, “well spooky ate something at your home.”
My mom and I told the vet, “We never give my kitty the people’s food.”
The et said, “well spooky ate something at your home.”
My mom and I told the vet, “we never give my kitty the people’s food.”
The vet said, “well, your kitty might die soon.”
I was wailing about that’s my first cat I’ve ever got on my B-day! Then I went to the bathroom and clean-
up my tears, My mom came and say to me, “your kitty died.”
I was running to see my spooky and she has blood on her little teeth then I told the vet, “What’s that?”
The vet said, “your kitty ate or bite something and eats it.”
I told the vet, “do you have another cat that is like spooky”? vet said, “
(next line) what kind of cat is she?”
My mom said”, she is perusian cat”. Vet said, “Well that is the hard cat I’ve to find”. I was wandering and go to the car. My mom and I went back home. Then suddenly I
saw a dead mice that spooky was eating. I went to my mom and told her that, “spooky was eating the dead mice”! My mom said, “Don’t worry we will get other cat OK”? Yes, I said. My mom and I was all right afterward.....
ASLPretest: 339 words
Grandpa GordonI was scared about my grandpa in hospital in Rogers, AR. I had to wake up at 12:12
p.m. and leave from T.S.D. through Memphis, TN and go to Arkansas to see my grandpa in ICU.
When I woke up at 12:12p.m., I thought it was 6:00a.m., so I wake up Cynthaia and luckly that she went back to sleep. I was nervous that my grandpa would might die through the infetion in his body. I packed my clothes and my mom, dad, and my 2 brothers were in the van waiting for me to join in the van. My mom looked very sad because her dad is in ICU.
I left from cottage 308 to go 316 to pick-up Dude, but he wanted to stay for senior trip. I left T.S.D. and drove through Memphis to Little Rock, AR., I went through Memphis bridge and it says, “Welcome to Arkansas.”
I didn’t sleep on the way to Arkansas, I was worried. It was 5:30 in Arkansas and I arrived in the hospital in Rogers, Arkansas. I saw all my family were in the waiting room, half sleep. They saw us and they came to us and say something to us. They say my grandpa, Gordon, is not doing very good.
We had to wait for our next turn for seeing Gordon. It must be 2
person at a time to see Gordon. I went to my Aunt Honey Lee. I slept there. I came at Mercy’s Hospital and I saw Gordon, I cried. On Sunday, Gordon was feeling little better
but he might have infection in his heart. I came to the hospital on Monday morning, he finally walks, but his leg were sore can’t move it. I told my family good bye and love them. They cried because they want us to stay more.
I arrived Tennessee at 2:00am and I went to bed. My mom overslept at 8:50 and woke me up and get ready for school. I came to school and everybody greeting me and saying, “Misses you!”
I had fun in Arkansas, but I misses it already. ASLPosttest: 368 words
I will vote volley ball. I know how to playing volley ball because I watch a omytanon T.V and I learn. My team will game other the people team. I love cote volley ball I have fun so much.
English-based SignPretest: 39 words
My friend and volleyball
On Monday, I will go to high school and I meet my friends and I say Hi. And I meet the teacher and I say what your name and the teacher name is Memia Johnson. That my teacher is a woman Memia Johnson. I ready work in Social Studies. Then time for lunch at 11:00. And my friends and I sit together on the table. My friends and love eat a pizza. Then I chat my friends about volleyball. At 11:30 we go to back to high school. We start work in language. Then at 3:00 my friends and I go to home and I
ready play volleyball then I understand. On Tuesday, I will not go to school because it break school. Then my friend come into my house and my mom leave work for week. My friend and I had new clothes for volleyball and I game a Vikings TSD and I ready play volleyball. And I win and they we excited I win. We love play volleyball.
English-based signPosttest: 174 words
1. I go on the road with my Dad i go to North Carlina , Maryland, New Jeresy, New york, Alabama, South Carlina, Ohio. Kenecy, Georia and out to eat.
________________________________________________________2. I go with my mom to take my brother to school and football and scoping
xx|shopping and go out to eat me and my mom and i go with my mom
to Dotor xx|doctor and i go to + up my uncle from Jail.
_________________________________________________________3.
I go with my mammaw to her dotor xx|doctor and go to swin pool and out to eat._________________________________________________________4.
I go with my Anut Betty to her dotor and outto xxx|out to eat and we go to Cato’s and bookstoes.
_________________________________________________________5.
Then today i go home because i go to dotor xx|doctor wed xx|Wednesday i am so happy i go home today.
_________________________________________________________The end.
SpeechPretest: 127 words
About My Daddy AccidentLong time ago my Daddy’s mother, me, daddy, mom, 2 twins brother. Went to my
daddy’s mother house and one of her neirgboor ask my dad if you want ride a dite {dirt} bike. And my dad said, “yes ok.”
Then he got on the dite bike then he drive on the road then we have a hole, like this {picture of a long object}, then he went to hole and he hit the hole and me and daddy’s mother was inside the house we was cooking luch food. Then my mother was going to Wal-mart to get some things and me and my daddy’s mother hear big laod the dite bike accident {same pic as above}. Then me and my daddy’s mother ran outside then we saw my dad was on the ground then me,
daddy’s mother ran back inside then we called my mom then she said that she was coming out of Wal-mart. then she drive fast back to my daddy’s mother house, then my dad was going to the hospital with the A {xx picture of a cross, student read “ambulance”} then. My mom got there and she saw my daddy was in the A {xx picture of a cross, student read “ambulance”}. And the A {xx picture of a cross} was going to the hosital and then my mom was. On the road then her heart was broke because, she saw my daddy was hurt readlly bad on his leg. Then that night, I stay at my grandmother home. Then next day me, twins brother 2, daddy’s mother and my daddy’s father we went to Knoxville hostial. And then we got there I was cry readlly badly. Because my daddy got hurt on his leg. Then he can’t work about 4 or 5 years.
Then they said he can come home but he can’t work about 4 or 5 years. And they give him some medicnaies for his leg and I put it on him on his leg every night, everyday, every afternoon. And his leg look like this {picture below}. And
it still on his leg. This is a picture of his leg. And it haves stapler.
SpeechPosttest: 319 words
GameLady Vols on basketball
Last year on Feburary 2007, we got on bus and then. we arrive at basketball statium we stop give ticket and I heard they sing National plege and we arrive watch at basketball Court. the light went off the light on basketball Court, and Hoop has firework and they tell name of Lady vols player. I saw Candace parker. Alexis Hornbuckle, shannon Bobbitt. they begin play soon. the Lady vols say “Orange Crush.”
it
start to play . and the last game to goals. the Lady Vols is Win!! and mississippi is Lost they vs. play is Lady Volsv.s. Mississppi.
The End
Contact/ ASLPretest: 107 words
Trip to Rochester, New YorkOn April 1, 2009 that day we leaving to Rochester, New York for Math Counts Competition. At about 6:00 p.m. arrive at Pittsburgh,
Pennsylvania at school Western Pennsylvania School for the Deaf that where we went sleepover at WPSD Girl’s Dorm. 4 girl try sat on bed they say “Whoa!”
that bed is too flat and hard, I might can’t sleep on that bed! And then we went to out eat supper at Applebee’s restaurant. When we finish eat, we went to back to WPSD back Girl’s Dorm take shower and get ready for bed.On Thursday Morning, we woke up at 6:00 a.m. We made fixing bed and we put our clothes on and we went to school cafetria to eat breakfast with other student from WPSD.
We drive to Rochester, New York to visit see Niagara Falls. That
was very awesome and cool falls! We saw Canada! And then we eat lunch, we watch movies about Niagara Falls. The girl was marriage to old man, girl was refuse marry to old man. Because she think he is too old for her and she try to run away and look for Niagara Falls and she fell herself and live herself. And then we drive to hotel called Radssion Hotel and we put suitcase in room and we go to out eat supper restaurant at Ruby Tuesday and it is good food!
On Friday morning, about at 10:00 a.m. we went to out eat breakfast at ihop it is really good we eat pancake! Then we went to college campus to looking for bookstore and we though the bookstore in NTID college but they say bookstore were moved. We drive to Rit bookstore. I brought hot pink sunglasses it is very pretty. And then we drive back to hotel and we changed white T-shirt say Tennessee School for the Deaf 2009 Mathetes. At 3:00 we go down to Lobby and there many student came over to Lobby for check-in
And then we get on electric van that man who drive to NTID to get on bus beacause we went to bowling and some 4 girl got strike and space. And guess what?? That was so funny what happend to me
at bowling, when I get ready to slide ball and I let ball go and because my hand was oily and 4 girl was laugh at me and I was so
embarassement! and then we drive back to Radisson Hotel and get
ready for bed.On Saturday Morning, I was got up very early and 3 girl are still sleep. I was changed my clothes and get ready go to NTID for
MathCounts Competition. Sprint Round, Target Round, Teamwork Round, Coundown Round for Top 10 student depend their score they pick student who has highest score. And we got medal about school spirit. Later night we went to Clubhouse’s Fun Center they have fun games and you can earn lot ticket and you can put your ticket on
total ticket machine see how many do you have.When it is almost 9:00 or 9:30 we went back to bus and drive back to hotel and get ready for bed an quickley ask new friend to get their cell phone number so they could chat on test and then we went back to
bed and I went to back to bed at 1:45 morning.On Sunday Morning, we got up at 5:00 but I got up like 5:30 morning and change clothes and pack our suitcase and clean up hotel
room and get ready go back home and cottage. And we went down to
hotel lobby to give hotel room key back and then we went to back to van and we stop get Mcdonald to get breakfast food and then we finish eat and 4 girl and I went take nap because we are so tired
for 5 day! And then we arrive Pennsylvania to use bathroom and then go back
to van and tak nap again, and then we arrive at Ohio to stop eat lunch at Tacobell. and then later night we arrive at Kentucky to eat McDonald. and then until 8:00 p.m. we arrive Tennessee! And then
they drive to Campbell County that my hometown to meet my grandma to pick me up and take me home.
Contact/ ASLPosttest: 725 words
Within-Subjects (low group) [F(2,28) = 4.05, p < .029, ŋp
2
= .22]Stat.Sig. w/ Very Large Effect
Within-Subjects (high group) [F(2,26) = 0.33, p < .73]Not Statistically Significant
Complexity # of words per T-unit
M (SD)
Full High Low
Pre 7.14 (3.01)
8.94 (2.67)
5.46(2.3)
Mid 7.98 (2.75)
9.22 (2.15)
6.82 (2.82)
Post 7.9 (1.88)
8.69 (1.33)
7.17 (2.05)
Within-Subjects [F(2,54) = 6.76, p <
.002, ŋp
2
= .20]Stat.Sig. w/ Very Large Effect
with Between-Subjects factor [F(2,54) = 0.41, p < .66] Not Statistically Significant
Complexity # of words per T‐unit [Narrative]
M (SD)
Full High Low
Pre 5.77 (2.79)
7.3 (1.77)
4.33(2.84)
Mid 6.89 (2.33)
8.07 (1.63)
5.79 (2.38)
Post 7.14 (2.2)
8.41 (1.89)
5.96 (1.79)
Within-Subjects [F(2,54) = 0.48, p < .622] Not Stat. Significant
Complexity # of subordinate clauses per T-unit
We did notice more introductory and more complex sentences in posttests but did not track these.
Within-Subjects Huynh- Feldt [F(1.56, 42.12) =
5.37, p < .013, ŋp2
= .17]Stat. Sig. w/ Large Effect
with Between-Subjects factor [F(1.56, 42.12) = 0.013, p < .97] Not Statistically Significant
Complexity % of compound sentences
M (SD) Full High Low
Pre 4.8% 5.5% 4.1%
Mid 4.7% 5.8% 3.7%
Post 11.8% 12.6% 11.1%
Complexity % of compound sentences
Within-Subjects [F(2,54) = 2.84, p < .067] Not Stat. SignificantWithin-Subjects Contrasts (linear) [F(1,27) = 5.36, p < .029, ŋp
2
= .17] Stat. Sig. w/ Large Effect, A significant linear trend in data
Grammatical Accuracy
% of fragments
M (SD) Full High LowPre 17.6% 8.8% 26%
Mid 13.2% 4.2% 22%
Post 9.9% 1.9% 17%
Within-Subjects Huynh-Feldt [F(1.73, 46.87) = 3.83, p <
.034, ŋp2
= .124] Stat. Sig. w/ Med Effectwith Between-Subjects factor [F(1.73, 46.87) = 0.272, p <
.73]
Not Statistically Significant
Grammatical Accuracy
% of Abandoned Sentences
M (SD)
Full High Low
Pre 37.6% 28.3% 46.3%
Mid 23.8% 19.1% 28.2%
Post 21.1% 15.4% 26.4%
LDL, ASL, SP group - errors rise and omissions drop.ASL group - most gain from pre to posttest in AC. EBS group shows least movement, high % omissions.CS group – large decline in AC and incline in AO.
Grammatical Accuracy
Function words -
articles
Pretest PosttestAC AO AE AC AO AE
LDL 7.1% 87.5% 0% 9.5% 76.2% 14.2%
ASL 39.7% 45.3% 1.8% 52.5% 35.2% 12.2%
EBS 20.7% 67.4% 11.9% 23.8% 65.2% 10.9%
SP 45.3% 49.2% 5.6% 48.6% 41.9% 9.5%
CS 45.8% 50.5% 3.8% 22.2% 77.8% 0%
LDL, ASL, SP group - errors rise and omissions drop.LDL, ASL group - most gain from pre to posttest in PPC. EBS group shows least movement, high % omissions.CS group – decline in AC and incline in AO.
Grammatical Accuracy
Function words -
prepositions
Pretest PosttestPPC PPO PPE PPC PPO PPE
LDL 21.4% 50% 0% 35% 42% 23%
ASL 70.9% 25.7% 3.4% 81.5% 5.2% 13.2%
EBS 69.1% 21% 9.8% 60.5% 28.7% 10.7%
SP 80.7% 8.8% 10.6% 85% 6.2% 8.8%
CS 83.9% 6.3% 9.7% 81.4% 12.4% 6.3%
Concluding Thoughts
SIWI promotes development in LL and HL writing skillsSignificant gains demonstrated over time w/ length, complexity, & grammatical accuracy
Similar patterns of growth by levelTransfer of gains demonstrated
Maintenance + continued growth on PN Function word gains better interpreted by language
When omissions first decrease, errors riseEBS group lagging behind and not responding as well to instruction in this areaDelicate balance between HL and LL writing skills
Fire Your Moon!
Contact Information:
Kimberly Wolbers, [email protected]
Hannah Dostal, [email protected]
Lisa Delozier, [email protected]
An examination of written language outcomes throughout one year of Strategic and Interactive Writing Instruction (SIWI)
