This study focused on the occurrence of errors during real-time captioning of live news programs. An analysis was conducted of the types and frequencies of errors that took place during a span of 5 hours oflive captioned television. Thirty-minute segments from 10 different live news programs were randomly selected for analysis. Each error was recorded as it was detected and a list of errors, along with the corresponding spoken messages were compiled. A total of 235 caption errors were identified with an average of 23.5 errors on each station. The most common error categories were spelling errors (33%), word substitution errors (19%), and phonetic system errors (13%). Teachers should become actively involved in the process of preparing deaf students to mentally repair these errors when possible. In order to foster incidental learning, strategies are suggested for educators to use in the classroom to better prepare their deaf students to deal with the most common types of errors that they will face during real-time caption viewing.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Lang, Harry - Chair
VanZant, Melissa, "An analysis of real-time captioning errors: implications for teachers" (2005). Thesis. Rochester Institute of Technology. Accessed from
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