Strategies for Teaching Writing Skills to Hearing-Impaired Students The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts ... Research Article
Research Article  |   April 01, 1988
Strategies for Teaching Writing Skills to Hearing-Impaired Students
 
Author Notes
  • Denise Wray, Joan Hazlett, and Carol Flexer are in the Department of Communicative Disorders, The University of Akron, Akron, OH 44325. Requests for reprints may be sent to them at this address.
    Denise Wray, Joan Hazlett, and Carol Flexer are in the Department of Communicative Disorders, The University of Akron, Akron, OH 44325. Requests for reprints may be sent to them at this address.×
Article Information
Research Articles
Research Article   |   April 01, 1988
Strategies for Teaching Writing Skills to Hearing-Impaired Students
Language, Speech, and Hearing Services in Schools, April 1988, Vol. 19, 182-190. doi:10.1044/0161-1461.1902.190
History: Received January 20, 1987 , Accepted October 12, 1987
 
Language, Speech, and Hearing Services in Schools, April 1988, Vol. 19, 182-190. doi:10.1044/0161-1461.1902.190
History: Received January 20, 1987; Accepted October 12, 1987

The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.

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