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CC School Project Final Report

REFERENCES: Kelly, R.R., Samar, V.J., Loeterman, M., Berent, G.P., Parasnis, I., Kirchner, C.J., Fischer, S.D., Brown, P., & Murphy, C. (February 1994). CC School project: Personal captioning technology applied to the language learning environment of deaf children. Technology and Disability, 3, 26-38.

Loeterman, M.L., Kelly, R.R., Samar, V.J. & Parasnis, I. (1994). The CC School Project: Final report. Boston, WGBH Educational Foundation.

DESCRIPTION: The purpose of the CC School Project was to implement a practical, learner-controlled, caption-writing environment for deaf and hard-of-hearing students. The Project involved three collaborative components: development of a child-friendly personal captioning workstation, implementation of innovative captioning activities to the bilingual language learning of deaf and hard-of-hearing students, and research of the feasibility and effectiveness of personal captioning with this population.

The project was conducted from October 1991 through June 1993. The authors expected the personal captioning environment to support deaf students' learning of written English over a 36-week period. Seventeen students viewed stories on video in American Sign Language, wrote English translations of the stories with a word processor, and produced TV captions, whereby their text could be superimposed over the video. This cooperative effort involved the partnership of the WGBH Educational Foundation in Boston, Massachusetts; the National Technical Institute for the Deaf at the Rochester Institute of Technology in Rochester, New York; and the TRIPOD School in Burbank, California.

Data analyses were conducted on syntactic word categories used and selected error analyses in every writing sample. The students demonstrated increased fluency in writing and their texts increased in clarity. Students' use of function words increased over time, and their use of verb morphology improved dramatically. While it is not possible to determine how much of the improvement is attributable to personal captioning, post-test comparisons of 16 of the original participants and a separate group, matched by degree of hearing loss and age, suggest that the CC School Project influenced the language knowledge of these children above and beyond the normal influence of developmental maturation and general exposure to English language environments.

In formal interviews, TRIPOD staff reported that, overall, personal captioning was a valuable activity for the students, one that reinforced other language activities taking place in the school. They identified several strengths of the project: writing on a computer; using video as a writing stimulus; using ASL as a bridge to English; one-on-one attention for the students; and regularity of writing. Particular improvements noted were in the students' fluency, clarity, understanding story structure and use of punctuation. A weakness of the project perceived by both staff and students was the need to pull students from classes in order to participate.

FOR MORE INFORMATION:
For a hard copy of the CC School Project Final Report, call or write:

Mardi Loeterman (Project Director), CPB/WGBH National Center for Accessible Media, 125 Western Avenue, Boston, MA 02134. 617-492-9258 (voice/TTY)

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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts.  NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013.  Permission is granted to copy and disseminate this information.  If you do so, please cite NCIP.   Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government.  This site was last updated in September 1998. 

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