Writing and Deafness

Albertini, John A., and Sara Schley. "Characteristics, Instruction, and Assessment." Oxford handbook of deaf studies, language, and education (2003): 123.

Today’s information-based societies require technological knowledge and sophisticated literacy skills.
Society’s literacy expectations are reflected in school standards, and with increased diversity in student
populations, educators have had to find alternate models and approaches for students to use to meet
these standards. This is true especially in the area ofteaching students to write. Focusing on research
conducted since the I 970s, this chapter examines what and how deafstudents write, educators’
conceptions of writing the development of writing skills, the influence of language and modality on
teaching deaf studentsto write, and assessment. Research indicates that grammatical and lexical
performance will improve with direct instruction over time, and that use offamiliar genres and
functional approaches to the teaching and testing of writing will contribute to the learning offluency
and discourse organization.