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Search results for 'captioning research'

128 Learning Center results found.

The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. These findings indicate that intermediate-level foreign language students' listening comprehension/reading comprehension can be substantially enhanced via the use of captions in English or Spanish about research, captioning, spanish

The Benefit to the Deaf of Real Time Captions in a Mainstream Classroom Environment

A dissertation submitted by Aaron Steinfeld, University of Michigan, 1999. Guidelines for the developers of captioning devices were made: (1) Real-time captions (RTC) are beneficial for both deaf and hearing students; (2) Location of a RTC display (desk or podium) has no impact on recall performance; (3) RTC devices should display at least four lines of text. However, there is only theoretical support for displays of more than four lines of text; (4) Higher amounts of sentence lag seem to improve performance (up to two lines or 6 seconds). It is possible that larger levels of lag may result in decreased performance; (5) A higher rate of presentation (200 vs. 160 wpm) appears to have a negative impact on performance for deaf subjects when lag is present, and; (6) Users are reasonably good at determining their ideal device parameters given the opportunity to experience their choices. However, deaf users may perform better with lag even though their preference for it is low. about research, captioning, educators

An Introduction to the 1978 Symposium on Research and Utilization of Educational Media for Teaching the Deaf

Dr. Robert E. Stepp, Jr. is a pioneer in usage of educational media in the education of deaf and hard of hearing students. In this paper, Dr. Stepp touches upon the support of the government of four Regional Media Centers for the Deaf, Project LIFE (Language Improvement to Facilitate Education), the construction of the PAL (Programmed Assistance in Learning) machine, three Specialized Offices for the Blind, Deaf, and Other Handicapping Conditions, and the captioning of "The ABC Evening News." He points out that educational goals for the "acoustically handicapped is to be independent as an adult" and that independence in learning can be achieved through use of educational media. about dcmp, history

Real Time Closed Captioned Television as an Educational Tool

Written by Martin H. Block and Marc Okrand, Ph.D. for the 1983 Symposium on Research and Utilization of Educational Media for Teaching the Deaf American Annals of the Deaf. Covers the topic of real-time, or live, captioning which provides an opportunity and motivation to improve reading skills. Examines how this technology offers a new approach to providing access to classroom lectures and discussions. Reviews equipment needed as well as the sociological and educational implications surrounding the use of this type of captioning. about history, captioning

Captions in the Classroom: A Hidden Literacy Tool

Education manager and Itinerant Teacher of the Deaf, Anne McGrath (Media Access Australia, 2013), talks through key pieces of research which identify the link between captions and literacy. Videos and multimedia are being used more and more in the classroom – a trend the new Australian curriculum certainly encourages. Using video not only allows for variety and engagement, but for a real benefit for students' literacy: captions. Similar to foreign language subtitles, captions are the text version of audio, including speech, sounds, and music. Captions are essential for students who are deaf or hearing impaired and also have immense benefits for students learning an additional language, struggling readers, and visual learners. about captioning, literacy

The CMP Captions Videos for the SignWriting Literacy Project

[Editor's note: This article was written in 2004 and has since been archived. Some of the information contained therein may be outdated. The CMP is now the DCMP.] From Valerie Sutton about consumers, literacy, asl-interpreters

Assistive Listening Technology and the Captioned Media Program

Captioning is a vitally important way of making information available to people with a hearing loss. Another method of providing access that can also be used with captioning is assistive listening technology. From Dana Mulvaney, MSW about technology, captioning, educators

Described and Captioned Media Program: Seventy Years of Progress

Bill Stark provides a timeline and brief narrative of DCMP’s historical development, beginning in 1946 with the spawning of an idea for how to caption a film. From Bill Stark about history, dcmp, captioning, description

Comparison of Video and Text Narrative Presentations on Comprehension and Vocabulary Acquisition

This 1998 study investigated the effect of video and narrative presentations on children's comprehension and vocabulary acquisition. Participants were students in four heterogeneously grouped eighth-grade English classes (n=16, 22, 21, and 11) in a rural school district in southwestern New York. about research, captioning

Movie Subtitles Reading Skills of Elementary School Children

In a paper written in 2010, Michele Viana Minucci and Maria Silvia Cárnio evaluate the skills involved in reading movie subtitles of second and fourth graders of students at a public school. Considering the skills and the subtitles reading level, fourth graders presented a significant better performance when compared to the second graders. Fourth graders presented skills related to the levels of literal comprehension and independent comprehension, whereas second graders where mostly at the decoding level. In conclusion: second graders are at the textual decoding level of movie subtitles, while fourth graders are at the literal comprehension level of movie subtitles. This indicates that schooling has an influence on the reading of movie subtitles. about research, captioning

Subtitling and the Relevance of Non Verbal Information in Polyglot Films

A paper by Elena Sanz Ortega, University of Edinburgh, U.K., in 2011. Examines the important role which non-verbal information can play in polyglot films (films in multiple languages) at horizontal and vertical levels. As films belonging to this film genre often portray the misunderstandings that exist amongst cultures, they tend to include characters who speak different languages. In relation to this, multimodal analysis suggests that non-verbal components help characters to communicate and are also used to convey information to the audience in situations where fictional characters do not speak. It is in this latter situation where non-verbal information plays its most important role. Consequently, it is necessary for subtitlers to leave enough time for viewers to catch the non-verbal signs in order for them to understand the communication problems that fictional characters exper about research, captioning

Let a Billion Readers Bloom: Same Language Subtitling (SlS) on Television for Mass Literacy

An estimated 250 million officially "literate" people in India cannot read a simple text. Same Language Subtitling (SLS) aims to make reading an integral part of the everyday life of all so-called "literate" people in India, especially the 250 million or so "literates" who quite possibly cannot yet read the day's newspaper headlines. The challenge is to transition large numbers of these budding readers to a functional reading level. By Brij Koth about research, captioning

Same Language Subtitling on Tv: Impact on Basic Reading Development Among Children and Adults

Same Language Subtitling (SLS) was implemented on two nationally telecast Hindi film song programs, Chitrahaar and Rangoli, between 2002 to present. SLS was designed to enable automatic and subconscious reading practice among over 100 million early literates for one hour/week. This study revisited more than 13,000 illiterates and semi-literates randomly drawn from five states, to get a snap-shot of their reading skills at the baseline before the SLS intervention (2002), a year later (2003), and again in 2007. Conclusion: SLS contributes significantly to reading improvement. By Brij Kothari, Tathagata Bandyopadhyay and Debanjan Bhattacharjee, Indian Institute of Management, Ahmedabad. (2007). about research, captioning

Un padrino to Captioned Films for the Deaf: A Tribute to Gilbert L. Delgado

The first Hispanic superintendent of a state school for the deaf, Gil Delgado has been called un padrino—a godfather—to children and adults who are Hispanic or deaf or both. Spending all his work life in education of deaf children and adults, he was a mentor to many, and a national leader not only in education, but also in captioning and telecommunications. From Bill Stark about history, dcmp

Five Key Reasons to Use the Described and Captioned Media Program

The five key reasons why you should utilize DCMP resources. From Jo Ann McCann about dcmp

Captioning and Interpreting of Films and Videos: Do Both Have a Place?

Author Sheila Chapman, a registered interpreter, relates her experiences in interpreting films and videos, some tips for an interpreter to prepare for this type of interpreting, and reasons why captioning is better. From Sheila Chapman about captioning, asl-interpreters

The Described and Captioned Media Program: A Classroom Staple in 21st Century Education

In the last two decades, technology has advanced exponentially. As a result, the Described and Captioned Media Program (DCMP) has adapted to provide needed resources to Deaf and Hard of Hearing individuals. As I look back over my career as a teacher of the deaf, I realize that DCMP has always been a critical resource in my classroom, and I am grateful that DCMP has kept up with the winds of change. Whether media arrived in the form of reel-to-reel films, VHS, DVD, or streamed through the internet, DCMP has always been my rock. Today as I work hard to prepare my students for successful 21st -century careers, I find that DCMP is more important than it has ever been. From Susan Elliott about educators

On the Need for Usable Videos for Deaf-blind Students and How It Can Be Met With Captioning and Description

The Described and Captioned Media Program (DCMP) is a national non-profit that is federally funded to serve as a free-loan media library of accessible educational videos for K–12 students who are deaf, hard of hearing, blind, visually impaired, or deaf-blind. DCMP recently conducted interviews in order to determine how accessible videos are used in the classroom with students who are deaf-blind and what other options need to be included in order for these videos to meet the widest need possible. about educators, deaf-blind

The Equal Access Journey: One Parent's Testimony of How Captioning Benefitted Her Children's Education and Kick-started Her New Career

I am the mother of three children: a college freshman (Kyle) who is profoundly deaf, a teen-aged daughter (Megan) with sloping mild to profound hearing loss, and a hearing son (Keegan) who is finishing the second grade. My parental journey through an inaccessible world—and all the steps therein—began 14 years ago when my nearly five-year-old son was identified as having a hearing loss, was emboldened when Megan was diagnosed with a hearing loss, and continues today, step by step, learning experience by learning experience. From Michelle Rich about parents