Regulating closed-captioned videotape prompt rates as a technological approach to improve reading comprehension/retention skills in "at risk" elementary school students is addressed. It is a within factor experimental design which examines retention of learning from closed-caption videotape with regulated prompt rates. Two groups comprised of 158 fourth, fifth, and sixth grade reading deficient students participated in a pilot study (18 students) and experimental study (140 students). Students were randomly assigned to either an average-paced closed-caption video, a slow-paced closed-captioned video, or printed text with no video, serving as a control measure. Results indicate significantly more learning occurs for those students using captioned video compared to those having traditional print materials. Additionally, students assigned to the slow-paced prompt rate retained significantly more information than those having the average-paced captioning. Results suggest that educators can better help reading deficient students by choosing captioned video curriculum rather than traditional print materials. Results also suggest that video producers should take into consideration the prompt rate of their captioned video materials and implement caption prompt rates that are appropriately paced for use in inclusive classroom environments. Data is illustrated in three tables and three figures. (Contains 21 references.) (Author)