Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students’ Classroom Learning

Show simple item record Marschark, Marc Leigh, Greg Sapere, Patricia Burnham, Denis Convertino, Carol Stinson, Michael Knoors, Harry Vervloed, Mathijs Noble, William 2008-10-02T00:11:15Z 2008-10-02T00:11:15Z 2008
dc.identifier.citation J. Deaf Stud. Deaf Educ. 2006 11: 421-437 en_US
dc.description RIT community members may access full-text via RIT Libraries licensed databases:
dc.description.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 en_US
dc.description.sponsorship Preparation of this paper was supported by grant REC-0307602 from the National Science Foundation, grant 1R55DC00523801A1 from the National Institute on Deafness and Other Communication Disorders, and an Australian Research Council Industry Linkage Grant (LP0219614) to the University of Western Sydney in collaboration with the Royal Institute for Deaf and Blind Children, the Australian Caption Centre, and Australian Hearing. en_US
dc.language.iso en_US en_US
dc.publisher Oxford Journals en_US
dc.relation.ispartofseries vol. 11 en_US
dc.relation.ispartofseries no. 4 en_US
dc.title Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students’ Classroom Learning en_US
dc.type Article en_US

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