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1.
C E Kirkland 《American annals of the deaf》1999,144(3):250-260
With rapid advances in digital technology, the broadcast television industry will soon be providing cinema-quality sound and video in the home. Given this technological advance, how should captions change to better serve consumers who are deaf or hard of hearing? To address this question, consumer preference data were collected from 207 deaf students and adults. Videodisc examples of various captioning feature combinations were used to obtain ratings from these consumers. Findings from multivariate conjoint analysis show that some current captioning features should be retained (white letters and speaker-dependent placement), while other features should be adopted (captioning in sentences and use of a clear or semitransparent background). These findings offer guidance to the captioning and television industries as they launch the digital television age. 相似文献
2.
One of the most frequently recurring themes in captioning is whether captions should be edited or verbatim. The authors report on the results of an eye-tracking study of captioning for deaf and hard of hearing viewers reading different types of captions. By examining eye movement patterns when these viewers were watching clips with verbatim, standard, and edited captions, the authors tested whether the three different caption styles were read differently by the study participants (N = 40): 9 deaf, 21 hard of hearing, and 10 hearing individuals. Interesting interaction effects for the proportion of dwell time and fixation count were observed. In terms of group differences, deaf participants differed from the other two groups only in the case of verbatim captions. The results are discussed with reference to classical reading studies, audiovisual translation, and a new concept of viewing speed. 相似文献
3.
Burnham D Leigh G Noble W Jones C Tyler M Grebennikov L Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404
Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications. 相似文献
4.
Drawing on sociocultural theory, and a large number of empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of different forms of scaffolding to improve listening comprehension of the Iranian intermediate English as a foreign language (EFL) learners. To this end, 90 intermediate EFL learners were randomly assigned to 2 experimental groups and a control group. During 15 treatment sessions of listening comprehension instruction, expert peers in the first experimental group assisted their less knowledgeable peers in their listening comprehension tasks. The participants in the second experimental group were asked to assist their coequal peers while doing the listening comprehension tasks, but the participants in group 3 did not interact with each other or even their teacher and no scaffolding scheme was used when they were doing the listening comprehension tasks. One-way analysis of variance and post hoc analyses revealed that the expert peers' scaffolding was the most effective procedure for the intermediate EFL learners' listening comprehension development. Furthermore, coequal peers' scaffolding was proved to be the second effective procedure for the listening comprehension improvement. The findings underscore the relative efficacy of different forms of scaffolding procedure and the superiority of the expert peers' scaffolding over coequals' scaffolding. The qualitative analysis of the recorded data indicated that the implicit scaffolding strategies were more frequently used by the expert peers. However, the explicit scaffolding strategies were more frequently used to by the coequals. The findings of the study underscore the positive potentiality of scaffolding in its different forms for the EFL learners' listening comprehension development. 相似文献
5.
Rhe study compares sign and oral language in terms of information transmission efficiency. The sample consisted of 36 hearing people with no knowledge of sign language and 36 deaf people reasonably fluent in sign language. (The deaf participants' level of hearing loss ranged from severe to profound.) Oral and sign language comprehension was assessed by means of texts at three different difficulty levels. After being exposed to the texts, the study participants had to tell what they had understood about them, answer a set of related questions, and offer a title for each text. When the hearing group's comprehension of oral versions of the texts was compared to the deaf group's comprehension of signed versions, the deaf group showed better comprehension of the explicit content of the texts but added more invented content and made more errors. 相似文献
6.
In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that in this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order (a) to identify the type of information that is left out of captioned texts and (b) to determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning. 相似文献
7.
Matthew K. Burns Heather Kwoka Becky Lim Melissa Crone Katherine Haegele David C. Parker Shawna Petersen Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc. 相似文献
8.
Previous research has shown that self-questioning is an effective strategy for improving reading comprehension. The present study extended this line of research by investigating the use of self-questioning strategies with orally presented material. The study examined the relative effectiveness of four learning strategies on college students' comprehension of lectures and on their feelings of control over their success in learning. The four strategy conditions were self-and peer-questioning in small cooperative groups, independent self-questioning, review in small cooperative groups, and independent review. Students in the self-questioning conditions were trained to use a self-questioning procedure to process information presented in lecture. Results indicated that both of the self-questioning strategies significantly improved lecture comprehension over time. Significant differences were also found among the strategies with the self/peer questioners as well as the self-questioners showing post-treatment comprehension superior to that of participants using either of the review strategies. No significant change was found for students' feelings of control. These results suggest that practice in this self-questioning information-processing procedure can effectively improve college students' comprehension of lectures. 相似文献
9.
Solan HA Shelley-Tremblay J Ficarra A Silverman M Larson S 《Journal of learning disabilities》2003,36(6):556-563
This study quantified the influence of visual attention therapy on the reading comprehension of Grade 6 children with moderate reading disabilities (RD) in the absence of specific reading remediation. Thirty students with below-average reading scores were identified using standardized reading comprehension tests. Fifteen children were placed randomly in the experimental group and 15 in the control group. The Attention Battery of the Cognitive Assessment System was administered to all participants. The experimental group received 12 one-hour sessions of individually monitored, computer-based attention therapy programs; the control group received no therapy during their 12-week period. Each group was retested on attention and reading comprehension measures. In order to stimulate selective and sustained visual attention, the vision therapy stressed various aspects of arousal, activation, and vigilance. At the completion of attention therapy, the mean standard attention and reading comprehension scores of the experimental group had improved significantly. The control group, however, showed no significant improvement in reading comprehension scores after 12 weeks. Although uncertainties still exist, this investigation supports the notion that visual attention is malleable and that attention therapy has a significant effect on reading comprehension in this often neglected population. 相似文献
10.
This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement parameter(s) (fixation count, first fixation duration, regression, and/or skipping) to address, and informed about changes achieved in preceding sessions. Control group participants (n = 13) were told that self-instruction to read faster would produce training gains. Total fixation times decreased significantly more for training than for control group participants. Important to note, faster reading did not impair comprehension. Results are interpreted as first indications for a possible applicability of the feedback approach to silent reading. In addition to implications for future studies, alternative result interpretations (e.g., motivational effects, reduction of mindless reading) are discussed. 相似文献
11.
This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on all measures. Factor analyses produced different configurations of variables for each group. For L1 learners, measures of decoding and vocabulary were separate factors but were one factor for English L2 learners. For the L1 learners, it was only the measure of vocabulary that was a significant predictor of reading comprehension. For L2 learners, decoding, vocabulary, and the interaction of decoding and vocabulary were all significant predictors of reading comprehension. Relations among these variables in adolescents who are beginning to learn English as an L2 are explored. 相似文献
12.
Christina A. Rouse Sheila R. Alber‐Morgan Jennifer M. Cullen Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes. 相似文献
13.
Michael J. Orosco 《Exceptionality》2014,22(4):205-225
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a word problem–solving strategy called Estratégica Dinámica de Matemáticas (EDM). This strategy was designed to provide math support in the native language based on students' math comprehension levels. A changing criterion multiple baseline design was used to instruct six second-grade Latino ELLs at risk for math disability. As compared with the baseline phase, EDM increased word problem solving for all participants. All students' level of performance were maintained and generalized during follow-up sessions. This study has implications for a native language intervention that focuses on strategy training to facilitate word problem–solving performance. 相似文献
14.
This study investigated effects of reading medium (print vs. digital) on integrative processing and integrated understanding of an illustrated text on human sexuality, as well as whether reading medium indirectly affected integrated understanding via integrative processing. Participants were 100 undergraduate and graduate students in educational sciences. Integrative processing was indicated by participants’ gaze transitions between complementary textual and pictorial parts of the document during reading, and integrated understanding was indicated by participants’ integration of textual and pictorial information in post-reading written responses. Results showed that participants who read the illustrated text on paper displayed more integrative processing during reading than did participants who read exactly the same text on a computer. In turn, integrative processing positively affected comprehension performance, resulting in a mediated effect of reading medium on comprehension via integrative processing. There was no main effect of reading medium on integrated understanding, however. Also, prompting participants to pay attention to both text and illustration as well as their relationship did not have any main effects on integrative processing or integrated understanding; nor were there any interaction effects of reading medium with instructional prompt on integrative processing or integrated understanding. These results are discussed in terms of the insights they offer into reading medium effects on processing and comprehension, as well as in terms of the directions they suggest for future research in this area. 相似文献
15.
Linda Hecker Liza Burns Lynda Katz Jerome Elkind Kenneth Elkind 《Annals of dyslexia》2002,52(1):243-272
This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students
who had a primary diagnosis of attention disorder. These students used assistive reading software for most of a semester to
read assignments for an English class and in testing sessions in which comparisons were made between normal, unassisted reading,
and reading assisted by the soft ware. This software provides a synchronized visual and auditory presentation of text, and
incorporates study skills tools for highlighting and note taking. Attention measures, reading speed, comprehension scores,
and attitude questionnaire responses were obtained during these sessions. The principal findings were that the assistive software
allowed the students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue,
and to read for longer periods of time. It helped them to read faster and, thereby, to complete reading assignments in less
time. It did not have a significant effect on comprehension, but it helped some students whose comprehension was very poor.
The study results indicate that assistive reading software should be considered as a significant intervention to assist students
who have attention disorders and as an accommodation to help them compensate for their disabilities. 相似文献
16.
Kathleen A. Cronin 《Exceptionality》2014,22(3):141-157
The purpose of this study was to examine the relationship among oral language, decoding, and reading comprehension for children with autism. Participants included 13 English-speaking children with a diagnosis of high-functioning autism (IQ > 70) who were included in a typical classroom, and who had parents who spoke English. Parts of the Clinical Evaluation of Language Fundamentals, OWLS: Listening Comprehension, and the Peabody Picture Vocabulary Test were administered to measure oral language abilities, and parts of the Woodcock Reading Mastery Test and Test of Word Reading Efficiency were given to assess decoding and reading comprehension. Results indicated there was no significant relationship between phonology and decoding, but there was a significant relationship between semantics and decoding. There were also significant relationships between semantics and comprehension and syntax and comprehension. 相似文献
17.
Reading fluency in deaf children whose primary mode of communication is visual, whether English-like or American Sign Language, is difficult to measure since most measures of fluency require a child to read aloud. This article opens the discussion of a new construct, namely, signed reading fluency (i.e., rendering of printed text in a visually fluent manner) in children with hearing loss whose primary means of expressive language includes some form of sign. Further, it describes the development of an assessment rubric to measure signed reading fluency. A comparison of fluency scores and scores on tests of vocabulary and text comprehension of 29 middle school students who attended a school for the deaf indicated that signed reading fluency, as defined and measured by this instrument, correlates highly both with word and passage comprehension. 相似文献
18.
Hans U. Grundin Brother Leonard Judith Langer Robert Pehrsson H. Alan Robinson Takahiko Sakamoto 《Journal of Research in Reading》1981,4(2):104-122
This cross-cultural study of cloze procedure and comprehension involved samples of 10- to 11-year-old schoolchildren in Canada, Japan, Sweden and the United States. The aim of the study was to explore the nature of what might be called‘cloze comprehension’in relation to overall or‘global comprehension’of a passage; in particular to establish (a) whether cloze procedure measures the same facets of comprehension regardless of what language is being read; and (b) to what extent cloze procedure, in different linguistic areas, measures‘global comprehension', or comprehension of the general ideas contained in a passage, as distinct from literal comprehension. The results of the study indicate that cloze procedure is a valid and reliable measure of certain aspects of reading comprehension in all the linguistic and cultural areas sampled. Furthermore, comprehension as measured by cloze procedure seems to be a necessary, albeit not sufficient, condition for overall or global understanding of the meaning of a passage. The study also shows that the ability measured by cloze procedure is more generalized (i.e., less text specific) than the ability measured by our global comprehension task. One implication of this seems to be that the higher-order skills necessary for global understanding do not always develop automatically once children have mastered the skills necessary for literal comprehension of simple texts. On the contrary, the higher-order skills may have to be taught systematically at an appropriate stage in the children's reading development. 相似文献
19.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献
20.
Whether the simple view of reading (SVR) as incorporated in the componential model of reading (CMR) is applicable to other orthographies than English was explored in this study. Spanish, with transparent orthography and Chinese, with opaque orthography were selected because of their diverse characteristics. The first part reports a study of students from grades 2 and 3, whose home language and medium of instruction was Spanish, and were administered tests of decoding, listening, and reading comprehension. A comparison group of 49 children from Grade 2, 54 children from Grade 3, and 55 children from Grade 4, whose home language and instruction was English, were also administered tests of decoding, listening, and reading comprehension. Multiple regression analysis showed that approximately 60% of the variance in reading comprehension of Spanish participants and 50% of the variance in reading comprehension of English participants were explained by decoding and listening comprehension. Furthermore, the performance of third grade Spanish participants resembled that of fourth grade English-speaking participants. In the second study, 102 Chinese students from Grade 2 and 106 students from Grade 4 were administered tasks of Chinese character recognition, reading fluency, listening, and reading comprehension. Multiple regression analyses showed character recognition and listening comprehension accounted for 25% and 42% of the variance in Chinese reading comprehension at Grades 2 and 4 respectively. These results indicate that the simple view of reading is applicable to writing systems other than that of English. 相似文献