The Impact of Classroom Soundfield Systems on Reading Fluency in Normal-Hearing Students
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| Title: | The Impact of Classroom Soundfield Systems on Reading Fluency in Normal-Hearing Students |
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| Language: | English |
| Authors: | Lucy Shiels, Peter Carew, Dani Tomlin, Gary Rance |
| Source: | npj Science of Learning. 2025 10. |
| Availability: | Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades |
| Descriptors: | Classroom Environment, Acoustics, Reading Fluency, Hearing (Physiology), Elementary School Students, Grade 3, Grade 4, Reading Tests, Cognitive Ability, Intelligence, Auditory Perception, Short Term Memory, Auditory Discrimination, Attention, Predictor Variables, Intelligence Quotient |
| DOI: | 10.1038/s41539-025-00350-1 |
| ISSN: | 2056-7936 |
| Abstract: | This study investigated the impact of soundfield amplification (SFA) on reading fluency in normal-hearing students (n = 84) aged 8-10 years. Twenty-three grade 3 and 4 classes participated across three academic terms, alternating between SFA-On and SFA-Off conditions. Reading fluency was assessed using the Wheldall Assessment of Reading Passages. Baseline cognitive abilities, including non-verbal intelligence, auditory working memory, speech discrimination in noise, and attention, were also evaluated. Results showed no significant overall difference in reading fluency development between SFA-On and SFA-Off conditions. However, intelligence was mildly predictive of the reading fluency advantage obtained during SFA-On periods, with lower-IQ students benefiting more from amplification. The study's findings suggest that while SFA may not provide universal academic benefits for all students, it may offer advantages to students with lower cognitive abilities, suggesting it is a valuable support for the many classrooms that do not meet recommended acoustic standards. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481588 |
| Database: | ERIC |
| Abstract: | This study investigated the impact of soundfield amplification (SFA) on reading fluency in normal-hearing students (n = 84) aged 8-10 years. Twenty-three grade 3 and 4 classes participated across three academic terms, alternating between SFA-On and SFA-Off conditions. Reading fluency was assessed using the Wheldall Assessment of Reading Passages. Baseline cognitive abilities, including non-verbal intelligence, auditory working memory, speech discrimination in noise, and attention, were also evaluated. Results showed no significant overall difference in reading fluency development between SFA-On and SFA-Off conditions. However, intelligence was mildly predictive of the reading fluency advantage obtained during SFA-On periods, with lower-IQ students benefiting more from amplification. The study's findings suggest that while SFA may not provide universal academic benefits for all students, it may offer advantages to students with lower cognitive abilities, suggesting it is a valuable support for the many classrooms that do not meet recommended acoustic standards. |
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| ISSN: | 2056-7936 |
| DOI: | 10.1038/s41539-025-00350-1 |
