Room Acoustics Effects on Monosyllabic Word Discrimination Ability for Normal and Hearing-Impaired Children The monosyllabic word discrimination of normal and hearing-impaired children was evaluated in situations selected to simulate acoustical conditions in current educational environments. All listeners were tested in a high-fidelity (loudspeaker-aided) condition under 12 combinations of reverberation and noise. Hearing-impaired subjects were also evaluated in the same 12 conditions while listening ... Research Article
Research Article  |   September 01, 1978
Room Acoustics Effects on Monosyllabic Word Discrimination Ability for Normal and Hearing-Impaired Children
 
Author Affiliations & Notes
  • Terese Finitzo-Hieber
    University of Texas, Dallas
  • Tom W. Tillman
    Northwestern University, Evanston, Illinois
Article Information
Research Articles
Research Article   |   September 01, 1978
Room Acoustics Effects on Monosyllabic Word Discrimination Ability for Normal and Hearing-Impaired Children
Journal of Speech, Language, and Hearing Research, September 1978, Vol. 21, 440-458. doi:10.1044/jshr.2103.440
History: Received November 22, 1976 , Accepted January 10, 1978
 
Journal of Speech, Language, and Hearing Research, September 1978, Vol. 21, 440-458. doi:10.1044/jshr.2103.440
History: Received November 22, 1976; Accepted January 10, 1978

The monosyllabic word discrimination of normal and hearing-impaired children was evaluated in situations selected to simulate acoustical conditions in current educational environments. All listeners were tested in a high-fidelity (loudspeaker-aided) condition under 12 combinations of reverberation and noise. Hearing-impaired subjects were also evaluated in the same 12 conditions while listening through a monaural hearing aid. Performance of the normal-hearing group was superior to the hearing-impaired listeners in all environments. Results suggest that classroom acoustics should be considered a critical variable in the educational achievement of children.

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