The Effects Of Closed-Captioned Television On The Oral Reading Fluency Of Low Socioeconomic 2nd Grade Students

Research into the use of closed-captioning has provided exciting evidence into the possibilities of its usefulness as a literacy tool. Although previous studies have shown the efficacy of closed-captioning as a tool that can assist the deaf and hard-of-hearing, those learning a second language, and hearing students, the existing scholarship lacks important information regarding closed-captioning and its impact on oral reading fluency. Previous scholars have proven that CC can assist all students on word recognition, vocabulary, and reading comprehension; however, there is a dearth of new research focusing on low socioeconomic students from rural communities. This quantitative, quasi-experimental, comparative study explores this missing research by examining the effects that closed-captioning television could have on the oral reading fluency of elementary children living in poverty. 2nd grade students from a Title I school in the Mississippi Delta were assigned to two different groups: the treatment group participated in viewing the Arthur video series with captions, while the control group participated in viewing the same videos without captions. Pretests and posttests were given using Reading Curriculum Based Measures from Aimsweb. The results of the ANCOVA shono statistical differences between the two groups; however, the study did uncover a specific need for further studies on how closed-captioning can impact the literacy of children living in poverty

A Mixed-Methods Study Examining the Difference Between Closed Captioning and Lexile Levels

This experimental mixed-methods study explores what happens to student Lexile scores when they use closed captioning. Since the emergence of closed captioning tools in the 1980s, closed captioning has become more mainstream and easier to access today than at any other time in history (Rickelman et al., 1991). Thus, it is through harnessing this technology and bringing it into the classroom setting that the researcher of this study hopes to provide new approaches for educators that want to improve their student Lexile levels, while also incorporating the SAMR model within our increasingly technologically-focused classrooms (Crompton & Burke, 2018). The quantitative data analysis procedures involved in this experimental study consisted of utilizing two-sample t-tests to compare the iReady Lexile scores of the participants [n=38] to that of the researched district students [n=810] that were not using closed captioning in this study. The researcher required participants to complete a baseline iReady test to determine their preexisting Lexile levels. Then after the study, participants both in the researched district and in the study, itself were required to complete an iReady post-test to determine their respective Lexile growth in the four areas of reading, which are overall growth, vocabulary, comprehension of literary text, and comprehension of informational text. The independent variable in this study was the use of the enabled closed captioning tool found on the participants\u27 devices. The dependent variable was the Lexile scores that were computed using the iReady Lexile exam. The researcher collected the qualitative data using a variety of observational logs personal interviews, and pre- and post-surveys that the researcher disseminated to students using the Qualtrics system. Once these data were collected, theming and phenomenology analysis were used to identify themes and student emotions/reactions that emerged throughout this study. The themes that emerged from participants involved in the study included the belief in increasing Lexile levels, no effect on vocabulary, and enjoyment of using closed captioning

Using Closed Captioning to create Sign Language with emotional nuance

Using Closed Captioning to create Sign Language with emotional nuanc

Synchronizing Closed Captioning With Dialogue

Systems and methods are disclosed for synchronizing closed captioning with dialogue in a video. The synchronization may be carried out in a couple of ways, the first involving having the user adjust the CC forward or backward in video time to sync. The second method includes an automatic rendering application that may use voice-to-text to match up the CC segments to display them simultaneously. Synchronization of closed captioning with dialogue may assist hearing impaired users who depend on CC to gain meaning from videos

Signaling and Displaying Emotion and Other Intent with CLOSED CAPTIONING

This invention uses newly defined mechanisms, fields and character glyphs that enable closed captioning to convey emotional and other intent

The Silence After the Beep: Envisioning an Emergency Information System to Serve the Visually Impaired

Due to a series of legal and regulatory setbacks, media accessibility regulations for consumers who are blind and visually impaired have lagged significantly behind those for deaf individuals. Until April 2014, when the Federal Communications Commission’s Emergency Information Order took effect, blind consumers were left “in the dark” when their safety mattered most—during weather emergencies—because visual emergency information displayed in the on-screen crawl during television programming was not accessible in an aural format. The Commission now mandates that this information be provided in an aural form through the secondary audio stream for linear programming viewed on televisions and mobile devices and other “second screens” used inside the home over the MVPD’s network, but this requirement leaves many issues unresolved. This Issue Brief examines and analyzes the arguments made by industry and consumer groups for and against expanded regulation, and makes several recommendations that efficiently fill gaps in the current regulatory requirements for accessible emergency information. These recommendations are technically feasible, not unduly burdensome, and necessary to effectuate the purpose of the Twenty-First Century Communications and Video Accessibility Act of 2010. Specifically, the Commission can extend emergency information regulations to the entities it failed to reach with its Emergency Information Order and Second Report and Order by adopting the Linear Programming Definition of an MVPD that it puts forth in its MVPD Definition NPRM. The Commission should adopt this definition, thereby expanding the scope of entities required to comply with the Emergency Information Order, but it should curtail the Order’s rigidity by not passing prioritization guidelines and by removing the requirement to include school closures and changes in the bus schedule in the secondary audio stream

Dynamically Placing Closed Captioning Outside Rendered Video

A system and method are disclosed to dynamically place closed captioning (CC) outside of a rendered video. When the user plays a video with CC on the system, the system overrides the placement of captioning by the content provider and instead renders it within a letterbox on the display screen. The letterbox may be placed above, below, to the left or right of the active video. The active video may be moved from the center of the screen to accommodate a designated area in which closed captioning is placed. The advantage of the disclosed system is that the user may view video content with CC, without it interfering with the content of the video

How accessible are the 50 most visited web sites?

There are many identifiable tools that assist persons inflected with some form of circumstance. Many of these are easily recognizable such as ramps, elevators, Braille, and closed-captioning. These features have who been used and desired by everyone, especially families with strollers who can take advantage of elevators and curb cuts. The absence of these simple yet effective features results in a direct violation of governmental regulations as well as human rights. Would you deem it morally acceptable to restrict the hearing impaired from watching television because television networks and manufacturers refused to implement closed captioning? Most people would say no. How about the World Wide Web? Should disabled persons not be able to utilize the resources of the Internet simply because they are disabled

Universal accessible closed captioning and sign language

Visual performances often include audio portions, including spoken words. The verbal content can be difficult to hear or otherwise understand for individuals that have hearing impairments or are not fluent in the language of the verbal content. This disclosure provides a solutions to make verbal content of visual performances accessible to audience members. The described assistive techniques utilize a smartphone to present to audience members, closed captions or American Sign Language (ASL) interpreters of the verbal content portion, simultaneously as the audience members view the performance. The translation can be presented as an overlay with a view of the performance (AR), as an overlay on a projected image of the performance, (VR), or on a display screen of the smartphone (side-channel)