Intelligibility in classroom noise for young school aged children

Garry Kranjc, Donald G. Jamieson


Inappropriate classroom noise levels reduce speech intelligibility and compromise psycho-educational and psychosocial development. In this regard, the speech perception abilities of young children was measured using real classroom noise, and how identification accuracy varied for children of different ages was examined in the various listening conditions. Subjects were 40 students from kindergarten to grade 3 classes. Kindergarten and grade 1 children were especially affected by noise, particularly for monosyllables and trisyllables. The performance of these subjects decreased significantly when signal-to-noise ratio (SNR) reached -6 dB, while the performance of graders 2 and 3 significantly declined only when SNR reached -12 dB.


Acoustic noise; Audition; Behavioral research; Linguistics; Signal to noise ratio; Psychoeducational development; Psychosocial development

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