Strassman Barbara K, O'Dell Katie
Department of Special Education, Language, and Literacy, The College of New Jersey, Ewing, USA.
Am Ann Deaf. 2012 Fall;157(4):340-57.
Using a nonexperimental design, the researchers explored the effect of captioning as part of the writing process of individuals who are d/Deaf and hard of hearing. Sixty-nine d/Deaf and hard of hearing middle school students composed responses to four writing-to-learn activities in a word processor. Two compositions were revised and published with software that displayed texts as captions to digital images; two compositions were revised with a word processor and published on paper. Analysis showed increases in content-area vocabulary, text length, and inclusion of main ideas and details for texts revised in the captioning software. Given the nonexperimental design, it is not possible to determine the extent to which the results could be attributed to captioned revisions. However, the findings do suggest that the images acted as procedural facilitators, triggering recall of vocabulary and details.
研究人员采用非实验设计，探讨了字幕作为聋人和听力障碍者写作过程一部分的效果。69名聋人和听力障碍的中学生在文字处理器中对四项写作学习活动作出回应。两篇作文使用将文本显示为数字图像字幕的软件进行修订和发布；两篇作文使用文字处理器进行修订并打印出来。分析表明，使用字幕软件修订的文本在内容领域词汇、文本长度以及主要观点和细节的包含方面有所增加。鉴于非实验设计，无法确定结果可归因于带字幕修订的程度。然而，研究结果确实表明，图像起到了程序促进作用，触发了对词汇和细节的回忆。
