Two experiments involving 36 deaf students investigated the effect of interpreted versus printed presentation on the recall of thematically relevant material. In Experiment 1, 20 deaf college students received an interpreted, videotaped presentation of one lecture and a printed presentation of a second lecture, with the two lecture topics counterbalanced. Immediately after each lecture, students wrote down the important information they could remember. The recall protocols were scored for the rated importance level of the ideas they contained. Students recalled more idea units rated as important when the lecture was printed than when it was interpreted. Furthermore, they recalled more units at all levels when the lecture was printed than when it was interpreted. In Experiment 2, 16 postsecondary level deaf students received one interpreted lecture and then a second interpreted lecture on a different topic. Students again recalled more units rated as important. In addition, recall of the second lecture was greater than that of the first. (Author/SBH)