Benefits of sign language interpreting and text alternatives for deaf students' classroom learning.

Full Abstract

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students in all conditions was significantly below that of hearing peers who saw lectures without any support services. Experiment 2 compared interpreting and two forms of real-time text, C-Print and Communication Access Real-Time Translation, at immediate testing and after a 1-week delay (with study notes). No significant differences among support services were obtained at either testing. Experiment 3 also failed to reveal significant effects at immediate or delayed testing in a comparison of real-time text, direct (signed) instruction, and both. Experiment 4 found no significant differences between interpreting and interpreting plus real-time text on the learning of either new words or the content of television programs. Alternative accounts of the observed pattern of results are considered, but it is concluded that neither sign language interpreting nor real-time text have any inherent, generalized advantage over the other in supporting deaf students in secondary or postsecondary settings. Providing deaf students with both services simultaneously does not appear to provide any generalized benefit, at least for the kinds of materials utilized here.

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Author information

Author/s: Marschark, Marc (M); Leigh, Greg (G); Sapere, Patricia (P); Burnham, Denis (D); Convertino, Carol (C); Stinson, Michael (M); Knoors, Harry (H); Vervloed, Mathijs P J (MP); Noble, William (W);

Affiliation: Center for Education Research Partnerships, National Technical Institute for the Deaf, 96 Lomb Memorial Drive, Rochester, NY 14623, USA. marc.marschark(-atsign-)rit.edu

Grants: 1R55DC00523801A1 (Agency:NIDCD NIH HHS)

Journal and publication information

Publication Type: Journal Article; Randomized Controlled Trial; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Journal of deaf studies and deaf education (J Deaf Stud Deaf Educ), published in United States. (Language: eng)

Reference: 2006-; vol 11 (issue 4) : pp 421-37

Dates: Created 2006/09/06; Completed 2008/04/14; Revised 2008/11/20;

PMID: 16928778, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adolescent
Adult
Analysis of Variance
Case-Control Studies
Child
Communication Aids for Disabled - standards
Educational Measurement

Educational Status
Female
Hearing Impaired Persons - education
Humans
Learning
Male
Sign Language

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