| Enhancing deaf students' learning from sign language and text: metacognition, modality, and the effectiveness of content scaffolding. | |
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MedLine Citation:
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PMID: 20810467 Owner: NLM Status: In-Process |
Abstract/OtherAbstract:
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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. |
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Authors:
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Georgianna Borgna; Carol Convertino; Marc Marschark; Carolyn Morrison; Kathleen Rizzolo |
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Publication Detail:
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Type: Journal Article; Research Support, U.S. Gov't, Non-P.H.S. Date: 2010-09-01 |
Journal Detail:
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Title: Journal of deaf studies and deaf education Volume: 16 ISSN: 1465-7325 ISO Abbreviation: J Deaf Stud Deaf Educ Publication Date: 2011 |
Date Detail:
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Created Date: 2010-12-16 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 9889915 Medline TA: J Deaf Stud Deaf Educ Country: United States |
Other Details:
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Languages: eng Pagination: 79-100 Citation Subset: IM |
Affiliation:
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National Technical Institute for the Deaf, 52 Lomb Memorial Drive, Rochester, NY 14623, USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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