Adjunct aids in instructional prose

A multimedia study with deaf college students

Bibliographic Data

ID16768475
AuthorsFred J Dowaliby (Rochester Institute of Technology, corresponding author), F Dowaliby
Year1999
Volume4
Issue4
Pages270-282
Publication date1999-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Journal of Deaf Studies and Deaf Education (JOURNAL)
Journal identifiersISSN: 1081-4159 • E-ISSN: 1465-7325
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/deafed/4.4.270
PMID15579894
OpenAlexW2122811657
LanguageEN
Citations received7
References cited2

A computer-based science lesson was administered to 144 deaf college students grouped into low, middle, and high reading ability levels. Five instructional conditions were compared: (1) text only, (2) text and content movies, (3) text and sign movies, (4) text and adjunct questions, and (5) all of these together (full condition). The low reading level subjects in the adjunct question and full conditions demonstrated immediate, factual learning performance comparable to that of the high reading level subjects in the text-only condition. These and other results of this investigation suggest the compensatory potential of adjunct aids and associated mathemagenic activities to improve factual learning from instructional prose for low reading ability students.

Adjunct · Linguistics · Mathematics education · Multimedia · Reading (process) · Sign (mathematics) · Computer Science · EFL/ESL Teaching and Learning · Hearing Impairment and Communication · Psychology · Subtitles and Audiovisual Media

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