Recall of Different Segments of an Interpreted Lecture by Deaf Students

In Experiment 1, 20 deaf college students received an interpreted, videotaped presentation of one lecture and a printed presentation of a second lecture. In Experiment 2, 16 deaf students received one interpreted presentation and, then, a second interpreted presentation on a different topic. In both experiments students wrote down the information they remembered immediately after each presentation. Recall protocols were scored for the distribution of ideas recalled from each quarter of the lecture. The principal findings were that students recalled: (a) more information from the first two quarters than from the second two; (b) more information from a printed than from an interpreted presentation; and (c) more information from a second interpreted presentation than from a previous interpreted one. The findings of the study are discussed in terms of their implications for providing educational support to mainstreamed deaf students.