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Assessment of the sound quality of classrooms through Speech Transmission Index (STI), Sound Definition (D50) and Reverberation Time (RT)
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In: Forum Acusticum ; https://hal.archives-ouvertes.fr/hal-03242464 ; Forum Acusticum, Dec 2020, Lyon, France. pp.2789-2792, ⟨10.48465/fa.2020.0623⟩ (2020)
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A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms
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In: International Journal of Environmental Research and Public Health ; Volume 17 ; Issue 6 (2020)
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| 3 |
The ‘acoustic health’ of primary school classrooms in Brisbane, Australia
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Improved signal-to-noise ratio and classroom performance in children with autism spectrum disorder: a systematic review
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| 5 |
Education and Advocacy for Individuals with Hearing Loss
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470162746 (2016)
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An investigation into how the acoustics of open plan and enclosed classrooms affect speech perception for kindergarten children
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Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia
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An Investigation into the acoustics of an open plan compared to enclosed Kindergarten classroom
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Investigating the effect of intrusive noise levels on speech perception in an open-plan kindergarten classroom
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| 10 |
The Impact of Building Acoustics on Speech Comprehension and Student Achievement
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In: Architectural Engineering -- Faculty Publications (2014)
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Examining the Relationships between Monaural and Binaural Classroom Acoustics Parameters and Student Achievement
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In: Architectural Engineering -- Faculty Publications (2010)
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| 12 |
Do children with reading delay benefit from the use of personal FM systems in the classroom?
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Abstract:
FM systems have been used to compensate for poor signal-to-noise ratios in classrooms. This study evaluates benefits of a 6-week trial of personal FM systems used during the school day for children with reading delay aged 611 years, using a randomized control design. Teachers and children completed the LIFE-UK questionnaire. Test-retest reliability of the LIFE-UK children's version was confirmed in a separate group of 18 children from the same school. The 23 children in the FM group had significantly improved teacher ratings, and the children's ratings of classroom listening for difficult situations were significantly better after the trial. These changes did not occur for the 23 control-group children. Most children (92%) commented positively about the FM after the trial. It is likely that a longer FM trial or a specific reading intervention combined with FM will be required for the benefits of enhanced listening to affect performance on standardized reading tests. Sumario Los sistemas FM han sido utilizados para compensar las tasas pobres de seal-ruido en el saln de clases. Este estudio evala los beneficios de un ensayo de 6 semanas usando sistemas personales FM durante el da escolar en nios con retardo en la lectura, en edades de 6 a 11 aos, usando un diseo de control aleatorio. Tantos los nios como los maestros llenaron un cuestionario LIFE-UK. La confiabilidad test-retest de la versin infantil del LIFE-UK fue confirmada en un grupo separado de 18 nios de la misma escuela. Los 23 nios del grupo FM lograron apreciaciones significativamente mejoradas de sus maestros, y la apreciacin de los propios nios sobre su audicin en clase para situaciones difciles fue significativamente mejor despus del ensayo. Estos cambios no ocurrieron para el grupo control de 23 nios. La mayora de los nios (92%) comentaron positivamente despus del estudio acerca del sistema FM. Es posible que una prueba ms larga con un sistema FM o una intervencin especfica en cuanto a la lectura combinada con un sistema FM se requiera para que los beneficios de una lectura mejorada afecten el desempeo en pruebas estandarizadas de lectura. ; 10 page(s)
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Keyword:
110300 Clinical Sciences; Classroom acoustics; LIFE-UK; Listening; Literacy; Personal FM; Questionnaire; Reading delay; Teacher ratings
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URL: http://hdl.handle.net/1959.14/1150780
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| 14 |
B. Current Practices in Determining Eligibility Criteria ………………………… … 20
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In: http://www.csha.org/position_papers/capd.pdf
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