The effects of a caption-viewing strategy on hearing students viewing captioned programs in a postsecondary setting

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dc.contributor.authorBerkay, Paul James
dc.contributor.committeeMemberBoyce, Mary
dc.date.accessioned2017-03-22T22:26:59Z
dc.date.available2017-03-22T22:26:59Z
dc.date.issued1994
dc.date.manuscript1994
dc.description.abstractThe purpose of this study was to determine whether a caption-viewing intervention presented with challenging instructional television program content can benefit hearing students' comprehension performance and improve attitudes toward captioning. A secondary purpose was to determine whether a long caption-viewing practice period results in greater comprehension performance and attitude improvement than does a short practice period.
dc.description.abstractThe only significant differences found were pre- to post-treatment attitude increases within the short-practice and control groups. These mean increases of only a few points produced effects sizes of less than 0.5 and were not of practical significance.
dc.description.abstractOverall, the results revealed that captions, with or without an instructional intervention, did not affect hearing students' comprehension of program content or attitudes toward captions.
dc.identifier.urihttp://hdl.handle.net/11244/49387
dc.languageen_US
dc.subjectSpecial education
dc.subjectEducation
dc.thesis.degreeDoctor of Philosophy
dc.titleThe effects of a caption-viewing strategy on hearing students viewing captioned programs in a postsecondary setting
dc.typeDissertation
ou.groupCollege of Education::Department of Educational Psychology
ou.identifier9501156

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