Journal Article

Enhancing Deaf Students' Learning from Sign Language and Text: Metacognition, Modality, and the Effectiveness of Content Scaffolding

Georgianna Borgna, Carol Convertino, Marc Marschark, Carolyn Morrison and Kathleen Rizzolo

in The Journal of Deaf Studies and Deaf Education

Volume 16, issue 1, pages 79-100
Published in print January 2011 | ISSN: 1081-4159
Published online September 2010 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enq036
Enhancing Deaf Students' Learning from Sign Language and Text: Metacognition, Modality, and the Effectiveness of Content Scaffolding

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  • Education
  • Linguistics
  • Teaching of Specific Groups and Special Educational Needs

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Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a description of main points and concepts. Experiment 2 compared the benefits of scaffolding when material was read versus when it was presented as a lecture signed for DHH students and spoken for hearing students. Experiment 3 compared scaffolding provided in the form of main points versus vocabulary, and Experiment 4 examined effects of material familiarity and a delay between study and test. Results indicated that although all students had a tendency to overestimate their performance, hearing students learned more and were more accurate in their metacognitive judgments than DHH students. Content familiarity improved the accuracy of metacognitive judgments by both DHH and hearing students, but the delay manipulation was effective only for hearing students. Consistent with other recent findings, DHH students learned as much from reading as they did from signed instruction. Differences between DHH and hearing students may indicate the need for explicit instruction for DHH students in academically relevant skills acquired incidentally by hearing students.

Journal Article.  12627 words. 

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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