Using closed captioned television to teach reading to adults

Abstract

The use of closed captioned television to teach reading to adults was investigated in this study, using a pre‐experimental design. Of most interest were the effects of the use of closed captioned television as a medium for sight vocabulary development. Also of interest were students’ reactions to using closed television as a means of reading instruction. Results indicated that, overall, students improved significantly on a pre‐post word recognition measure; however, student performance did not differ across treatments. Also, there were no significant differences among groups on measures administered after each lesson. Moreover, the group using closed captioned television, without instruction, did evidence a degree of success in reaching a specific criterion level on weekly sight vocabulary tests. Finally, student attitudes toward closed captioned television were extremely positive, not only toward its use as a means of learning to read, but as a means of increasing general knowledge. This pre‐experimental study seems to indicate that closed captioned television has some potential for aiding in sight vocabulary development as well as being an enjoyable and motivational means of learning. It also raises various issues such as: With what types and levels of reading difficulties would closed captioning instruction be most effective? In what context can closed caption‐ing be used? What types of materials are most effective for use with closed captioned television?

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