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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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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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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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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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Abstract:
The movement for improved classroom acoustics has primarily been grounded on studies that show how building acoustics (i.e. background noise levels and room reverberation) affect speech intelligibility, as determined by speech recognition tests. What about actual student learning, though? If students do not understand each spoken word in the classroom perfectly, can they still manage to achieve high scholastic success? This presentation will review two recent studies conducted at the University of Nebraska – Lincoln, linking classroom acoustic conditions to student learning outcomes and speech comprehension (rather than simply recognition). In the first, acoustic measurements in two public school districts in the Midwest were correlated to elementary student achievement scores. Results indicate that higher background noise levels, greater than 40 dBA, may lead to unacceptable scholastic performance in language and reading tests. The second study focuses on how room acoustic conditions impact English speech comprehension of native-English-speaking listeners in contrast to English-as-second-language (ESL) listeners, a group which includes 21% of children in the United States K-12 school system. Conclusions are that higher reverberation times and background noise levels do reduce speech comprehension in both groups of listeners, but adverse noise conditions are particularly more detrimental on ESL listeners.
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Keyword:
Acoustics; and Controls; Architectural Engineering; background noise; classroom acoustics; Dynamics; reverberation; speech comprehension
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1069&context=archengfacpub https://digitalcommons.unl.edu/archengfacpub/72
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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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Do children with reading delay benefit from the use of personal FM systems in the classroom?
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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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