Williams Cheri
Literacy and Second Language Studies, School of Education, University of Cincinnati, Cincinnati, OH, USA.
Am Ann Deaf. 2011 Spring;156(1):23-34. doi: 10.1353/aad.2011.0011.
The study describes an adapted form of interactive writing (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an academic year. Findings of the study suggest that interactive writing has the potential to support early writing development in young deaf and hard of hearing children, if supplemented by techniques that make the phonology of English visible.
该研究描述了一种适应性的交互式写作形式（麦卡里尔、平内尔和方塔斯，2000年），并检验了其作为一种针对失聪或听力障碍幼儿的写作启蒙教学方法的有效性。通过系统的录像带分析记录了一学年内45节适应性交互式写作课程的内容。研究结果表明，如果辅以能让英语语音可见的技巧，交互式写作有潜力支持失聪和听力障碍幼儿的早期写作发展。
