Strategic and Interactive Signing Instruction Experiment
NCT ID: NCT06729164
Last Updated: 2025-11-24
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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ACTIVE_NOT_RECRUITING
NA
150 participants
INTERVENTIONAL
2025-04-01
2026-07-30
Brief Summary
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Detailed Description
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The intervention group will include approximately 10 teachers, each working with 5-7 deaf children. These classrooms will implement the SISI intervention, which provides structured, language-centered supports designed to strengthen children's signing through explicit modeling, guided practice, and discourse-focused intervention routines. Schools that participated in the 2024-2025 nationwide pre/post study will be included in the intervention group for 2025-2026 if they choose to continue.
The control group will likewise include approximately 10 teachers with 5-7 Deaf children each. These classrooms will continue with their standard practices without the SISI intervention. Schools newly joining the project in 2025-2026 will be assigned to this group.
Child language data will be collected twice - fall 2025 (pre-test) and spring 2026 (post-test). Deaf children will complete three expressive language prompts representing major discourse types: personal narrative, informational report, and persuasive discourse. Their signed and written compositions will be analyzed using rubrics adapted from the National Assessment of Educational Progress (NAEP), focusing on growth in discourse-level skills.
The study hypothesizes that deaf children in the intervention group will show greater gains in expressive signing and writing than their peers in the control group. This hypothesis reflects the expectation that a systematic, discourse-oriented language intervention offers stronger support for language development than typical intervention routines.
This research aims to contribute to the evidence base on interventions that support deaf children's expressive language development. By examining child-level language outcomes from a discourse-focused intervention, the study will advance understanding of how structured language support can strengthen signing and writing development for deaf children.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
NONE
Study Groups
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RCT - Experimental
This RCT study involves teachers divided into an experimental group and a control group. Teachers in the experimental group will receive SISI training to support the sign language development of deaf children, while those in the control group will continue with "business-as-usual" teaching methods. Pre- and post-assessments will be conducted for all deaf children at the beginning and end of the school year.
Strategic and Interactive Signing Instruction
Evidence-based instructional methods guided by cognitive, sociocultural, and linguistic theories that are applied to interventions supporting sign language development among deaf children.
Quasi-Experimental Study - Control
This quasi-experimental study involves teachers divided into an experimental group and a control group. Teachers in the experimental group will receive SISI training to support the sign language development of deaf children, while those in the control group will continue with "business-as-usual" teaching methods. Pre- and post-assessments will be conducted for all deaf children at the beginning and end of the school year.
Business-As-Usual Instruction
Teachers will teach business-as-usual without the inclusion of SISI.
Interventions
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Strategic and Interactive Signing Instruction
Evidence-based instructional methods guided by cognitive, sociocultural, and linguistic theories that are applied to interventions supporting sign language development among deaf children.
Business-As-Usual Instruction
Teachers will teach business-as-usual without the inclusion of SISI.
Eligibility Criteria
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Inclusion Criteria
* Teachers of the deaf working with deaf children
Exclusion Criteria
* Non teachers of the deaf
4 Years
12 Years
ALL
No
Sponsors
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National Institute on Deafness and Other Communication Disorders (NIDCD)
NIH
The University of Tennessee, Knoxville
OTHER
Responsible Party
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Principal Investigators
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Leala Holcomb, PhD
Role: PRINCIPAL_INVESTIGATOR
Center of Deafness
Locations
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University of Tennessee, Knoxville
Knoxville, Tennessee, United States
Countries
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References
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Holcomb L, Eberwein AA. Teacher reports of ASL literacy instruction in deaf education. J Deaf Stud Deaf Educ. 2025 Oct 7:enaf060. doi: 10.1093/jdsade/enaf060. Online ahead of print.
Holcomb L. Exploring signed literacy in elementary deaf students through evidence-based instructional methods. Sign Language Studies. 2024; 24(4):843-882.
Study Documents
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Document Type: The study's relevant instructional context measures. Supporting materials include the assessment instrument, protocols, etc.
View DocumentRelated Links
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Website about the research project
Other Identifiers
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451965
Identifier Type: -
Identifier Source: org_study_id
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