Cheri Williams is professor of Literacy and Second Language Studies in the School of Education at the University of Cincinnati, USA, where she teaches graduate courses and conducts qualitative research on emergent and early literacy learning in young children. She has specific expertise in writing development and writing instruction, particularly among children who are deaf and hard of hearing. She also teaches graduate seminars on qualitative research methodology, including case study, grounded theory, and phenomenology.
This presentation is grounded in the limited corpus of research on teaching writing to deaf and hard of hearing students as well as the larger corpus of empirical studies that examine writing development and instruction among hearing students. The presentation also is grounded within a sociocultural perspective on learning. Two primary approaches to teaching writing will be examined: the process approach (i.e., writing workshop) and a cognitive apprenticeship in writing. The presentation also will address the use of explicit instruction, genre instruction, strategy instruction (including cognitive strategies), constructive feedback, collaborative writing, and social interaction to scaffold students’ writing development. The use of mentor texts to support students’ independent writing and the benefits of incorporating digital technologies into the writing program also will be examined.