The deaf students in this study all enjoyed watching captioned television and watched it regularly, despite their apparent inability to comprehend programs at levels on par with their hearing peers. Based on this view, consistent exposure to captioning may promote literacy skills within the context of television, thus making captioned television a viable option for deaf viewers. TTY messages, email and possibly for religious study and work or pleasure. Therefore, just as television is being used in classrooms as an educational tool for students learning English as a second language and students with reading difficulties, it is possible that by watching captioned television, deaf students could be advancing their literacy skills through exposure to English vocabulary and syntax. As with all types of assistive technology, however, the technology must be developmentally appropriate.
Research suggests that deaf students arrive at the reading process at a deficit.
It is important to note, however, that both deaf and hearing students scores' on the comprehension test were better for the captioned video than the written transcript version of the video. Therefore, television should not be dismissed as an educational technology. Subsequent to the testing period, several deaf students participated in an instructional program designed to improve their abilities to read the captions. A teacher worked with students to help them apply their prior knowledge and existing reading skills to better understand the videotape. This exercise used captions, the medium with which students had the highest level of initial comprehension, to build reading skills.