ABSTRACT


    This study was designed to study the benefits dialogue journal writing may have for less proficient users of the English language. Specifically, this study focused on the effects that dialogue journal writing, via e-mail, had on elementary-aged hearing impaired students in an urban, public school in the southeastern United States. Four students in grades 3rd-5th were chosen to participate in this study. Results suggest that dialogue journal writing may be an effective method to help increase the clarity of written expression by hearing impaired students.



 
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