Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

Kazmierczak-Murray, Sylwia; Downes, Paul

doi:10.20489/intjecse.31608

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…The findings from this study supports other research indicating that sound amplification systems are related to a range of positive outcomes for children (Kazmierczak-Murray & Downes, 2015), particularly in the area of listening (Darai, 2000;Rosenberg et al, 1999).…”

Section: Discussionsupporting

confidence: 89%

“…Research to date (Kazmierczak-Murray & Downes, 2015) suggests that sound amplification enhancements in classrooms result in a number of positive outcomes, including listening and learning behaviour in the classroom (Darai, 2000;Rosenberg et al, 1999), speech recognition (Bradley & Sato, 2008), on-task behaviour in the classroom (Eriks Brophy & Ayukawa, 2000) and a range of academic dimensions (Flexer, Kemp Biley, Hinkley, Harkema & Holcomb, 2002;Massie & Dillon, 2006). Other research has found improvements in speech perception (Mendel, Roberts & Walton, 2003), student attention and participation (Edwards & Feun, 2005), and phonemic awareness (Flexer et al, 2002).…”

Section: Sound Amplification Systemsmentioning

confidence: 99%

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The Impact of a Sound Amplification System in a Preschool Setting: Children’s and Educators’ Perspectives

McFarland

Dealtry²

2017

Pac Early Child Educ Res Assoc

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This study investigated children's and early childhood educators' perspectives on the impact of a sound amplification system in a preschool setting. The sample included 69 children aged 3-5 years and nine early childhood educators from a preschool in regional Australia. Children completed selfreport booklets, rating how well they could hear in group time situations prior to and after the implementation of a sound amplification system. Early childhood educators completed an adapted version of the Listening Inventory for Education-Revised, rating the children's hearing and listening.Quantitative analyses indicated that children's hearing and listening improved, as reported by both educators and children. Qualitative analyses indicated that children and educators felt positive about the sound amplification system, that children could hear other children better, particularly at news time, that it helped children with speech difficulties to be better understood, and that it improved the confidence of the quieter children with speaking in front of the group.

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Section: Discussionsupporting

confidence: 89%

Section: Sound Amplification Systemsmentioning

confidence: 99%

The Impact of a Sound Amplification System in a Preschool Setting: Children’s and Educators’ Perspectives

McFarland

Dealtry²

2017

Pac Early Child Educ Res Assoc

View full text Add to dashboard Cite

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“…The benefits of SFA have been researched regarding effects on room acoustics with various populations. Numerous researchers have studied the benefit of using SFA systems to improve general listening conditions (e.g., Anderson & Goldstein, 2004; Crandell et al, 2001; Kazmierczak-Murray & Downes, 2015; Wilson et al, 2011). Research with amplification includes students with varying diagnoses such as those with Down syndrome (Bennetts & Flynn, 2002), emotional and behavioral disorders (EBDs; Maag & Anderson, 2006), and attention deficit hyperactivity disorder (ADHD; Maag & Anderson, 2007).…”

Section: Sound-field Amplification (Sfa)mentioning

confidence: 99%

Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification

Furno

Demchak

Bingham

2020

Rural Special Education Quarterly

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This study examined the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus children who are DHH with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.

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A Review of the Effect of Classroom Sound-Field Amplification on Children in Primary School

Mealings

2022

Am J Audiol

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Purpose: Being able to hear the teacher clearly is an important factor for children's learning. However, classrooms often have suboptimal listening conditions. Sound-field amplification systems (SFAS) can help improve classroom listening conditions by increasing the level of the teacher's speech compared to the background noise throughout the classroom. The aim of this review article was to review the effect of SFAS on children in primary school. Method: A comprehensive search of four online databases (ERIC, PubMed, Scopus, and Web of Science) was conducted. The search terms were classroom sound-field amplification and classroom amplified distribution system. Twenty-one articles were deemed relevant for the review plus an additional six from their references. Results: Most articles were published between 1996 and 2015. Only one article was published since 2016. A range of child populations were studied including typically developing children and children with difficulties and disabilities such as hearing loss, developmental language disorders, attention-deficit/hyperactivity disorder, emotional and behavior disorders, Down syndrome, and developmental disabilities. There were several different measures that were used to evaluate the effectiveness of SFAS including speech perception assessments, language assessments, academic and comprehension assessments, classroom observations, interviews, and questionnaires. Improvements with SFAS were found for speech perception, listening comprehension and auditory analysis, language outcomes, academic outcomes, and behavior. Conclusion: SFAS can benefit children's listening and learning; however, the child's background, classroom reverberation time (limit to < 1 s), and layout and type of learning activities, especially in modern classrooms, need to be taken into consideration.

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Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

Abstract: This study examined the efficacy of classroom sound field amplification system for the language development of children, aged 4-7, in

Cited by 3 publications

References 39 publications

The Impact of a Sound Amplification System in a Preschool Setting: Children’s and Educators’ Perspectives

The Impact of a Sound Amplification System in a Preschool Setting: Children’s and Educators’ Perspectives

Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification

A Review of the Effect of Classroom Sound-Field Amplification on Children in Primary School

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