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Writing, as a key literacy component, depends on convention and purpose to train students as capable writers. This study developed a scientific analytical tool to evaluate writing skills of deaf elementary students struggling with planning, translating, and reviewing, using a pre-post research design and assessing sub-variables across mechanics, coherence, cohesion, and idea generation and organization.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/writing-skills-development-among-students-with-deafness-at-elementary-level-abstract/595903/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/writing-skills-development-among-students-with-deafness-at-elementary-level-abstract/595903.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To develop a scientific analytical tool for evaluating the writing skills of deaf students identified as struggling writers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research and how was the sample selected?",{"text":117,"@type":113},"The population included deaf students in public sector schools in Lahore district, with a sample of 20 elementary-grade students selected through convenient random selection.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the tool’s effectiveness evaluated?",{"text":121,"@type":113},"A pre-post research design applied the tool to the sample and produced improved post-test scores across planning, translating, and reviewing, including sub-areas like spelling, mechanics, coherence, cohesiveness, and idea generation and organization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595903,1792164916,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Writing Skills Development among Students with Deafness at Elementary Level  \nMunawar Malik * and Naseer ud Din**  \nAbstract  \nAssessment and evaluation are key aspects of teaching and instruction, which serve to promote learning through better planning. The procedures should be robust and be able to depict the grey areas for later reviews. Writing as an integral component of literacy, deals with convention and purpose – essentials that need to be incorporated in children to develop them into quality writers. Writing evaluation has been catered on holistic grounds for much of the time however, for novice and challenged writers some analytical criterion has been proposed in literature. The present study was designed to develop a scientific and analytical tool for the evaluation of writing skills of the deaf that have been identified as struggling writers. Keeping in view the challenges of a typical Pakistani teacher of the deaf, the researcher aimed to develop an analytical tool for writing assessment. The population comprised deaf students studying in public sector schools in Lahore district. The sample comprised 20 students of elementary grades through convenient random selection. The developed tool having analytical qualities had an internal consistency (Cronbach’s Alpha score) of .71. Conducted through a pre-post research design, the tool, when applied to the sample yielded better post-test scores in all three areas of planning, translating and reviewing, the sub variables of which included spelling, mechanics, ability to revise/ evaluate, coherence, cohesiveness, generation and organization of ideas, identifying its efficacy in terms of writing evaluation.  \nKeywords: Writing, Analytical tool, Deafness  \n* Assistant Professor, Department of Special Education, University of the Punjab, Lahore [E-mail: munmalik@yahoo.com](E-mail: munmalik@yahoo.com)  \n**Professor, Department of Special Education, University of the Punjab, Lahore. [E-mail: nasir.uddin@alumni.utoronto.ca](E-mail: nasir.uddin@alumni.utoronto.ca)  \nIntroduction  \nWriting is a mean of communication; it can also be a tool for reasoning and learning,(Bangert-Drowns, R. L., Hurley, M. N., & Wilkinson, B. 2004; de la Paz & Felton, 2010; Nuckles, M., Hubner, S., & Renkl, A. 2009) . Writing being an integral component of literacy development has been identified as a challenge for the novice writers. The elements of writing as in reading are dependent upon purposive efforts conducted during instruction process. The art of writing comes natural to many as they tend to get involved in more reading experiences. According to Sturm and Koppenhaver (2000), writing composition may involve a complex thinking process that must integrate multiple components including the topic or theme, i.e. choice of words, organization, purpose, audience, clarity, sequence, cohesion and transcription. Writing competence on the other hand relies heavily on coordinates that include vocabulary, knowledge of syntactical structures, planning, composing, reviewing and revising a written product. According to DSM-5 (American Psychiatric Association, 2013, pp. 66-74) the diagnostic criteria for“impairment in written expression” entails sub skills involved in spelling, grammar, punctuation and written composition. These sub skills include spelling accuracy, grammar and punctuation and clarity in organization of a written expression. Typical writing development has been addressed through certain theories and philosophies as it has been considered as a complex phenomenon. Graham and Harris (2011) have summed up these theories as having cognitive and motivation basis. One category of such theories deal with the mental operations while the other talks about motivational resources. Students with disabilities are identified to suffer more challenges than their peers owing to different mental operations leading to sensory and/or motor deficits. The researchers have further identified a link between disabilitie","cbCaijShRse0i9jq","https://ap.wps.com/l/cbCaijShRse0i9jq","pdf",139693,16,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To develop a scientific analytical tool for evaluating the writing skills of deaf students identified as struggling writers.\"},{\"question\":\"Who participated in the research and how was the sample selected?\",\"answer\":\"The population included deaf students in public sector schools in Lahore district, with a sample of 20 elementary-grade students selected through convenient random selection.\"},{\"question\":\"How was the tool’s effectiveness evaluated?\",\"answer\":\"A pre-post research design applied the tool to the sample and produced improved post-test scores across planning, translating, and reviewing, including sub-areas like spelling, mechanics, coherence, cohesiveness, and idea generation and organization.\"}]","Writing Skills Development among Students with Deafness at Elementary Level - Abstract | PDF",1792082085]