Abstract and Keywords
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 of teaching students to write. Focusing on research conducted since the 1970s, this chapter examines what and how deaf students write, educators’ conceptions of writing the development of writing skills, the influence of language and modality on teaching deaf students to write, and assessment. Research indicates that grammatical and lexical performance will improve with direct instruction over time, and that use of familiar genres and functional approaches to the teaching and testing of writing will contribute to the learning of fluency and discourse organization.
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