Hannah Dostal publications

Selected Publications
Dostal, H. & Gabriel, R. (under review). Leading literacy learning in the content areas: 3 questions for integration of literacy. Leading Literacy.

Wolbers, K., Dostal, H., Graham, S., Cihak, D., Kilpatrick, J. & Saulsburry, R. (2015). The writing performance of elementary students receiving Strategic and Interactive Writing Instruction. Journal of Deaf Studies and Deaf Education.

Wolbers, K., Dostal, H., Skerritt, P., & Stephenson, B. (accepted, April 2015). A three-year study of a professional development program’s impact on teacher knowledge and classroom implementation of Strategic and Interactive Writing Instruction. The Journal of Educational Research.

Dostal, H. & Gabriel, R. (in press). Designing writing instruction that matters. Voices from the Middle.

Dostal, H., Bowers, L., Wolbers, K. & Gabriel, R. (2015). “We are authors”: A qualitative analysis of deaf students writing during one year of Strategic and Interactive Writing (SIWI). Review of Disability Studies International, 11(2), 1-19.

Saulsburry, R., Kilpatrick, J., Wolbers, K., & Dostal, H. (2015). Technology Tools that Support the Writing Process. Odyssey: New Directions in Deaf Education, 16(1).

Gabriel, R., & Dostal, H. (2015). Interactive Writing in the Disciplines: A Common Core approach to writing instruction across content areas. The Clearing House.

Bowers, L., Dostal, H., McCarthy, J., Schwarz, I., & Wolbers, K. (2015). An analysis of deaf students’ spelling skills during a year-long instructional writing approach. Communication Disorders Quarterly, Prepublished, February, 12, 2015. doi: 10.1177/1525740114567528

Dostal, H., Gabriel, R., & Lester, J. (2014). Disabilities at work in school: A critical analysis of disability services and support for faculty at US colleges and universities. In K. Johnson and K Couture (Eds.), Disability Discrimination at Work. Williamstown: Piraeus Books.

Kilpatrick, J., Saulsburry, R., Dostal, H., & Wolbers, K. (2014). The integration of digital tools during Strategic and Interactive Writing Instruction. In B. Anderson & C. Mims (Eds.), Digital Tools for Writing Instruction in K-12 Settings: Student perception and experience. Hershey, PA: IG Global.

Wolbers, K., Graham, S., Dostal, H., & Bowers, L. (2014). A description of ASL features in writing. Ampersand, 1, 19-27.

Bowers, L., McCarthy, J., Schwarz, I., Dostal, H., & Wolbers, K. (2014). Examination of the spelling skills of middle school students who are deaf. Volta Review, 114(1), 29-54.

Dostal, H. & Wolbers, K. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction, 53(3), 245-268. doi: 10.1080/19388071.2014.907382

Lester, J. Dostal, H., & Gabriel, R. (2013). Policing neurodiversity in higher education: A discourse analysis of the talk surrounding accommodations for university students. In C.D. Herrera and A. Perry (Eds.), Ethics & Neurodiversity. Newcastle, UK: Cambridge Scholars Press.

Gabriel, R. & Dostal, H. (2013). Assessment for research among deaf and hard of hearing students. In C. Rhodes and K. Weiss (Eds.), Ethical Issues in Literacy Research. New York, NY: Routledge.

Wolbers, K., Bowers, L, Dostal, H., & Graham, S. (2013). Deaf writers’ application of ASL knowledge to English. International Journal of Bilingual Education and Bilingualism, 1-19. doi: 10.1080/13670050.2013.816262

Wolbers, K., Dostal, H., & Bowers, L. (2012). I was born full deaf: An examination of written language outcomes across one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education, 17(1), 19-38. doi: 10.1093/deafed/enr018


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