Strategic and Interactive Writing Instruction (SIWI)

Strategic and Interactive Writing Instruction (SIWI) is an evidence-based framework for writing instruction designed for Deaf and Hard of Hearing students. It is comprised of three main principles: (1) strategic instruction rooted in cognitive theories of composing, (2) interactive instruction based on sociocultural theories of teaching and learning, and (3) metalinguistic knowledge and linguistic competence drawn from language acquisition theory.

Target Group

DHH students, elementary through high school

Content Area

Writing

Language Approach

SIWI builds students’ metalinguistic knowledge of written and signed/spoken languages. Students engage in comparing ASL and English linguistic features and composing meaningfully equivalent phrases across languages. 

SIWI leads to greater ASL and English linguistic competence by using the languages in authentic and interactive communicative contexts.

Skills

Written or signed composition

  • process strategies
  • genre knowledge & structure
  • language & conventions
  • audience & purpose

 

Grade Level or Developmental Stages

3rd grade through high school

Company’s Statement on Diversity

SIWI includes (1) responsive and interactive approaches to support learners at various levels of writing development, (2) visual scaffolding of writing process, skills, and strategies for visual access to learning, and (3) validation and expansion of students’ diverse, multilingual/multimodal communicative resources through application of translanguaging pedagogies.

This information has been reviewed by the Clerc Center team, and efforts were made to confirm its accuracy with the program developers. However, it is provided “as is” without any guarantees of accuracy or completeness. Please verify the details yourself before relying on it.

The SIWI theoretical framework and instructional approach were initially conceptualized by Dr. Kimberly Wolbers in 2006 during her dissertation research at Michigan State University. Since 2007, she has been a faculty member at the University of Tennessee, where she has established numerous collaborations with scholars at several U.S. and international institutions. Many individuals have significantly contributed to the research and development of SIWI, and these collaborations continue to grow. 


For a list of contributing project staff and authors of SIWI publications, see SIWI grant projects and research.

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