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Journal of Deaf Studies and Deaf Education Advance Access published online on May 3, 2008
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enn014
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© The Author 2008. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Learning via Direct and Mediated Instruction by Deaf Students

Marc Marschark

National Technical Institute for the Deaf—Rochester Institute of Technology, University of Edinburgh, University of Aberdeen

Patricia Sapere

Carol Convertino

National Technical Institute for the Deaf—Rochester Institute of Technology

Jeff Pelz

Rochester Institute of Technology


  Abstract

Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered.

Any opinions, findings and conclusions, or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation. No conflicts of interest were reported. Correspondence should be sent to Marc Marschark, Center for Education Research Partnerships, National Technical Institute for the Deaf—Rochester Institute of Technology, 52 Lomb Memorial Drive, Rochester, NY 14623 (e-mail: marc.marschark{at}rit.edu).

Received July 30, 2007; revised March 14, 2008; accepted March 21, 2008


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