Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/1314
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dc.contributor.authorMarschark, Men
dc.contributor.authorLeigh, Gen
dc.contributor.authorSapere, Pen
dc.contributor.authorBurnham, Den
dc.contributor.authorConvertino, Cen
dc.contributor.authorStinson, Men
dc.contributor.authorKnoors, Hen
dc.contributor.authorVerloed, MPJen
dc.contributor.authorNoble, William Glassen
dc.date.accessioned2009-05-01T13:38:00Z
dc.date.issued2006en
dc.identifier.citationThe Journal of Deaf Studies and Deaf Education, 11(4), p. 421-437en
dc.identifier.issn1081-4159en
dc.identifier.urihttps://hdl.handle.net/1959.11/1314en
dc.description.abstractFour 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.en
dc.languageenen
dc.publisherOxford University Pressen
dc.relation.ispartofThe Journal of Deaf Studies and Deaf Educationen
dc.titleBenefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learningen
dc.typeJournal Articleen
dc.identifier.doi10.1093/deafed/enl013en
dc.subject.keywordsSensory Processes, Perception and Performanceen
local.contributor.firstnameMen
local.contributor.firstnameGen
local.contributor.firstnamePen
local.contributor.firstnameDen
local.contributor.firstnameCen
local.contributor.firstnameMen
local.contributor.firstnameHen
local.contributor.firstnameMPJen
local.contributor.firstnameWilliam Glassen
local.subject.for2008170112 Sensory Processes, Perception and Performanceen
local.subject.seo730111 Hearing, vision, speech and their disordersen
local.profile.schoolAdministrationen
local.profile.emailwnoble@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:3290en
local.publisher.placeUnited Statesen
local.format.startpage421en
local.format.endpage437en
local.peerreviewedYesen
local.identifier.volume11en
local.identifier.issue4en
local.contributor.lastnameMarscharken
local.contributor.lastnameLeighen
local.contributor.lastnameSapereen
local.contributor.lastnameBurnhamen
local.contributor.lastnameConvertinoen
local.contributor.lastnameStinsonen
local.contributor.lastnameKnoorsen
local.contributor.lastnameVerloeden
local.contributor.lastnameNobleen
dc.identifier.staffune-id:wnobleen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1343en
dc.identifier.academiclevelAcademicen
local.title.maintitleBenefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learningen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.description.statisticsepubsVisitors: 165<br />Views: 162<br />Downloads: 0en
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