Supported by the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program (REC-0814332)
The project explores potential strategies for strengthening the foundations of STEM (science, technology, engineering and mathematics) learning by deaf students. Research focuses on the effects of comprehension monitoring (metacognitive) skills on learning when materials are presented via sign language or text. Relations among metacognition, prior content knowledge, and integrative learning strategies among deaf and hearing students are being explored.
On the basis of our previous work, we expect that metacomprehension will vary as a function of factors such as method of presentation, students' preferred mode of communication, the nature of the materials, and demographic variables.
Suggested reference: Marschark, M., Sapere, P., Convertino, C., Seewagen, R. & Maltzan, H. (2004). Comprehension of sign language interpreting: Deciphering a complex task situation. Sign Language Studies, 4, 345-368.