Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.

战略和互动写作教学 (SIWI) 涉及在协作写作社区中教授认知写作策略和学徒。它通过嵌入的元语言/语言组件来响应聋学生的不同语言体验。对 15 名教师和 79 名 3-5 年级学生进行了 SIWI 随机对照试验。在三个为期 9 周的时间段内教授重述、信息报告和说服类型。在针对该类型的教学之前、紧接其后和退出该类型的教学后 9 周收集分析写作特征、语言清晰度和语言复杂性的写作样本。在学年开始和结束时收集标准化的写作措施和动机调查。特定类型的写作结果在重述和信息报告写作方面具有统计学意义，对治疗和维持具有显着的影响。标准化的写作结果反映了这些结果。所有其他变量都表现出小到中等大的治疗效果，尽管并非都具有统计学意义。