Deaf students' recall of Spanish vocabulary under three testing conditions.

Abstract

This investigation examined the effects of three training conditions on deaf students' recall of Spanish word meaning as measured by performance on a Spanish vocabulary test. The conditions were; a) repeated written productions, b) repeated fingerspelling, and c) repeated silent reading of selected Spanish words and their English equivalents. Subjects were 30 deaf undergraduate students enrolled in introductory Spanish courses at Gallaudet University in Washington, DC. Researchers assigned 10 subjects to each of the 3 training groups. A 30 item pretest was administered to verify that the vocabulary was not known to the subjects. A posttest containing 25 items from the pretest was administered twice to the subjects. For short-term memory there were no statistically significant differences across the 3 conditions. For long-term memory scores under the repeated written condition were significantly higher than scores under fingerspelling and silent reading conditions. The use of a study strategy incorporating writing may enhance the learning of Spanish vocabulary by deaf college students. The strategy could also be applied to other foreign languages and a range of academic subjects for deaf students.