The Effects of Captions on Declarative Knowledge Comprehension and Intellectual Skill Acquisition by Hearing Students Viewing a Captioned Program in a Postsecondary Setting.

Berkay, Paul James; Boyce, Mary J.; Gardner, J. Emmet

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Peer reviewed

ERIC Number: EJ568987

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0892-1815

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The Effects of Captions on Declarative Knowledge Comprehension and Intellectual Skill Acquisition by Hearing Students Viewing a Captioned Program in a Postsecondary Setting.

Berkay, Paul James; Boyce, Mary J.; Gardner, J. Emmet

International Journal of Instructional Media, v22 n4 p283-91 1995

A study of 96 hearing, preservice teachers to determine the effect of including captions in instructional videotapes or caption-viewing strategy instruction found no difference in comprehension under four viewing conditions (non-captioned, captioned, captioned with 2 and 10 minute strategy practice). Concludes that attributing negative effects on comprehension when hearing students view captioned instructional videotapes is erroneous. (Author/PEN)

Descriptors: Captions, Comprehension, Critical Viewing, Educational Research, Hearing (Physiology), Higher Education, Instructional Effectiveness, Instructional Materials, Preservice Teachers, Thinking Skills, Videotape Recordings

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A