Many hearing-impaired students have great difficulty communicating effectively and sharing ideas using written language. The traditional approach of assigning writing correcting the errors, returning the paper, and expecting improvement is still widely practiced today. In contrast, this paper presents a model for teaching written language to hearing-impaired students that emphasizes a high degree of student involvement, with specific attention given to planning revising and rewriting as well as transcribing. Recommendations also are made regarding direct instruction in necessary writing skills.
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