| Recommended Reading List |
Dostal, H. M., Wolbers, K. A., & Kilpatrick, (2016). Differentiating writing instruction for students who are deaf and hard of hearing. Journal of Deaf Studies and Deaf Education. 17(1). 19-38.Dostal, H., Wolbers, K., & Kilpatrick, J. (2019). The language zone: Differentiating writing instruction who are d/deaf and hard of hearing. Writing & Pedagogy, 11(1), 1–22. doi: 10.1558/wap.30045Erdoğan, E. (2017). Sınıf öğretmenlerinin yazma stratejilerini kullanma durumlarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 658-678.Girgin, Ü., & Karasu, H. P. (2007). İşitsel/sözel yaklaşımla eğitim gören işitme engelli öğrencilerin yazılı anlatım becerilerinin değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 146-156.Graham, S., Kiuhara, S., McKeown, D., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. doi: 10.1037/a0029185Graham, S., Wolbers, K., Dostal, H. and Holcomb, L. (2021). Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students? Journal of Deaf Studies and Deaf Education. 1-13. doi: 10.1093/deafed/enab012Graves, D. H. (1983). Writing: Teachers and children at work. Porstmouth, NH: Heinneman Educational Books.Karasu, H. P. (2014). İşitme yetersizliği olan öğrencilerin yazılı ürünleri gözden geçirme ve düzeltme evresine duydukları ihtiyacın belirlenmesi [Determination of hearing-ımpaired students’ requirements for editing and revision of written texts]. Kuram ve Uygulamada Eğitim Bilimleri, 14(3), 1089-1109. doi: 10.12738/estp.2014.3.1728Karasu, G., & Uzuner, Y (2018). İşitme engelli üniversite öğrencileriyle Dengeli Okuma Yazma Yaklaşımı ile gerçekleştirilen yazma çalışmalarının incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(2), 199-232. doi: 10.21565/ozelegitimdergisi.310350Karasu, G. (2018). Review of the Interactive Writing lesson provided for Turkish hearing-ımpaired university students. World Journal of Education. 6(8), 116-129. https://doi.org/10.5430/ wje.v8n6p116Karasu, G. (2018). Determination of writing components ın writing courses held with hearing ımpairments. The Turkish Online Journal of Educational Technology. ISSN 2146-7242, Special Issue 1, 371-379.Karasu, G., Uzuner, Y., & Beral, A. (2018). İşitme engelli üniversite öğrencilerinin yazma sürecinde uygulanan etkinlik ve stratejilerin incelenmesi. Ege Eğitim Dergisi / Ege Journal of Education, 19(1), 262-283. Doi: 10.12984/egeefd.343127Kluwin, T. N., & Kelly, A. B. (1991). The effectiveness of dialogue journal writing in improving the writing skills of young deaf writers. American Annals of the Deaf, 136(3), 284–291. doi: 10.1353/aad.2012.0436Livingstone, S. (1989). Revision Strategies of Deaf Students Writers. American Annals of Deaf. 134(1) 21-26.Schirmer, B. R. (2000). Language and literacy development in children who are deaf. Boston, MA: Allyn and Bacon Inc.Williams, C., & Mayer, C. (2015). Writing in young deaf children. Review of Educational Research, 85(4), 630–666. doi: 10.3102/0034654314564882 Wolbers, K. (2008a). Strategic and interactive writing instruction (SIWI): Apprenticing deaf students in the construction of English. ITL-International Journal of Applied Linguistics, 156, 299–326. doi: 10.2143/ITL.156.0.2034441 Wolbers, K. (2008b). 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. doi: 10.1093/deafed/enm052Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., Kilpatrick, J., & Saulsburry, R. (2018). Strategic and interactive writing instruction: An efficacy study in grades 3-5. Journal of Educational and Developmental Psychology, 8(1), 99–117. doi: 10.5539/jedp.v8n1p99 |
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