Abstract
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.
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