Abstract

The study assessed the effects of near-verbatim captioning versus edited captioning on a comprehension task performed by 15 children, ages 7–11 years, who were deaf or hard of hearing. The children's animated television series Arthur was chosen as the content for the study. The researchers began the data collection procedure by asking participants to watch videotapes of the program. Researchers signed or spoke (or signed and spoke) 12 comprehension questions from a script to each participant. The sessions were videotaped, and a checklist was used to ensure consistency of the question-asking procedure across participants and sessions. Responses were coded as correct or incorrect, and the dependent variable was reported as the number of correct answers. Neither near-verbatim captioning nor edited captioning was found to be better at facilitating comprehension; however, several issues emerged that provide specific directions for future research on edited captions.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 20-28
Launched on MUSE
2007-07-02
Open Access
No
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