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Closed Captioned Prompt Rates: Their Influence on Reading Outcomes

This paper, written in 1995 by Martha J. Meyer and Yung-bin Benjamin Lee, examines a study in which 140 reading-deficient students (from fourth, fifth, and sixth grades) were randomly assigned each to either: (a) an average-paced closed-captioned video, (b) a slow-paced closed-captioned video, or (c) printed text with no video. Results indicated significantly more learning occurs for those students using captioned video as compared to those utilizing only traditional print materials. Additionally, students assigned to the slow-paced prompt rate retained significantly more information than those viewing the average-paced captioning. (Causing them to conclude that prompt rates should be designed so that children with various reading speeds have enough time to read and process the information.)

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Tags: research, captioning