Title
Near-Verbatim Captioning Versus Edited Captioning for Students Who Are Deaf or Hard of Hearing: A Preliminary Investigation of Effects on Comprehension
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.
Department(s)
Communication Sciences and Disorders
Document Type
Article
DOI
https://doi.org/10.1353/aad.2007.0015
Publication Date
2007
Recommended Citation
Ward, Phillip, Ye Wang, Peter Paul, and Mardi Loeterman. "Near-verbatim captioning versus edited captioning for students who are deaf or hard of hearing: A preliminary investigation of effects on comprehension." American Annals of the Deaf 152, no. 1 (2007): 20-28.
