Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson-Inman, Lynne; Terrazas-Arellanes, Fatima E. |
|---|---|
| Titel | Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content |
| Quelle | In: Journal of Special Education Technology, 24 (2009) 3, S.21-34 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Concept Mapping; Student Attitudes; Reading Instruction; Comparative Analysis; Definitions; Secondary School Students; Pretests Posttests; Vocabulary Development; Special Education; Special Needs Students; Assistive Technology; Academic Accommodations (Disabilities); Instructional Effectiveness; Scaffolding (Teaching Technique); Program Descriptions; Reading Comprehension; Educational Technology; Computer Assisted Instruction; Electronic Learning; Reading Materials; Video Technology; Illustrations; Hearing Impairments; Instructional Films; Layout (Publications) Concept Map; Schülerverhalten; Leseunterricht; Begriffsbestimmung; Sekundarschüler; Wortschatzarbeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Unterrichtserfolg; Leseverstehen; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Bildliche Darstellung; Hearing impairment; Hörbehinderung; Lehrfilm; Textgestaltung |
| Abstract | Expanded captions are designed to enhance the educational value by linking unfamiliar words to one of three types of information: vocabulary definitions, labeled illustrations, or concept maps. This study investigated the effects of expanded captions versus standard captions on the comprehension of educational video materials on DVD by secondary students who are deaf or hard of hearing. Participants were assigned randomly to two groups, with each group experiencing both conditions in counterbalanced order. Scores from pretests and posttests of vocabulary and informational content revealed no statistically significant differences between the two conditions. The findings are discussed in light of student preferences for expanded captions and screen-capture data that revealed low access levels for the expanded material. (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. Available from: Boyd Printing Company, Inc. University of Oklahoma, College of Education, 820 Van Vleet Oval, Norman, OK 73072. Web site: http://www.tamcec.org/jset/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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