AbstractsAnthropology

This study seeks to ascertain the potential influence of television closed-captioning on literacy among deaf and hard-of-hearing children. Television watching has become increasingly popular among deaf and hard-of-hearing children (Hobbs, 2005), and past studies show exciting potential for the use of closed-captioning as a literacy tool (Koskinen, Wilson & Jensema, 1985; Jensema, McCann & Ramsey, 1996). The study took place over 5 weeks and was conducted with 13 middle school students at a school for the deaf. As part of the study, the 13 students were shown 10 different 30-minute captioned video segments of different genres and interests. Prior to and after each showing, the students took pre-and-post tests containing five vocabulary words that appeared in the video shown. (Each post-test contained the same five words appearing in its corresponding pre-test.) In addition, after each showing, the students engaged in classroom discussions on the recently-viewed video program, which were observed and analyzed. The findings – and, in particular, the pre-and post-test scores – showed marked improvement in vocabulary scores after each captioned program viewing. The findings also potentially indicate that closed-captioning can expose deaf and hard-of-hearing children to new and unfamiliar words to which they otherwise would not be exposed. In addition, the post-viewing discussions indicated that, throughout the study, the students employed the tri-level literacy framework, using functional, cultural, and critical literacy. And, by discussing in American Sign Language (ASL) the recently-viewed captions, the students employed linguistic interdependence, or the use of dominant and secondary languages to reinforce development in both. Closed captioning also proved to be a useful source of "triggering" words, which generated experience and funds-of-knowledge recollection among the students. As a part of media literacy, closed-captioning is a motivating tool that teachers can use to activate prior knowledge among deaf students. In sum, this study shows that closed-captioning can positively impact literacy levels among deaf and hard-of-hearing students. Accordingly, closed-captioning can play a useful role in developing literacy, and parents and educators of deaf children should devise ways to incorporate closed-captioning as part of the deaf child's literacy environment.