Empirical Article Deaf/Hard-of-Hearing and Other Postsecondary Learners ’ Retention of STEM Content With Tablet Computer-Based Notes

Four groups of postsecondary students, 25 who were deaf/ hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biol-ogy lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for rela-tively short periods and that the notes have equal potential to support the acquisition of information by each of thes