The effect of verbal repetition on the recall of a captioned film by hearing impaired postsecondary students

This study examined the repetition of the verbal element in a captioned motion picture as a means to enhance comprehension of the presentation for a deaf audience. Results indicated a significant difference in comprehension between high and low ability signers who saw the signed version of the script prior to viewing a film. The data also showed a significant difference between students who read the script prior to viewing the film and those who viewed the film only. Additional research needs to be done to replicate these results as well as identify in greater detail the learning characteristics of deaf students. Agencies that provide educational captioned films for deaf audiences should make scripts available and promote their use. Given these kinds of resources and knowledge, deaf students' learning should be enhanced. This study examined the repetition of the verbal element in a captioned motion picture as a means to enhance comprehension of the presentation for a deaf audience. Results indicated a significant difference in comprehension between high and low ability signers who saw the signed version of the script prior to viewing a film. The data also showed a significant difference between students who read the script prior to viewing the film and those who viewed the film only. Additional research needs to be done to replicate these results as well as identify in greater detail the learning characteristics of deaf students. Agencies that provide educational captioned films for deaf audiences should make scripts available and promote their use. Given these kinds of resources and knowledge, deaf students' learning should be enhanced.