Exploring the benefits of integrating sound-field amplification and phonological awareness intervention for young school-aged children

Abstract

This study examined the effectiveness of an enhanced classroom listening environment through a sound field amplification (SFA) system combined with phonological awareness (PA) intervention to improve children's PA and early word reading ability. Participants were 38 New Zealand children from two primary school Year 2 classes in a low socioeconomic area. PA and word reading were measured three times over 10 weeks (term 1) prior to SFA installation in both classrooms, as well as pre- and post-intervention. In term 2, children in class 1 were randomly assigned to receive SFA and an 8-week class-based PA program. Class 2 received SFA only. A learning effect for all children occurred during the first phase of the baseline period under normal classroom listening conditions. However, a plateau was reached for most children between assessment times 2 and 3 prior to intervention. Following intervention, class 1 demonstrated a significant difference compared to class 2 in PA performance. Visual data analyses revealed particular improvements for poor readers in class 1. These children outperformed poor readers in class 2 on all measures. The results suggest that explicit PA intervention has additional benefits in enhancing children's PA development compared to improved classroom listening environment alone. The results of this study have implications for optimal intervention for early PA development designed to enhance the early reading abilities of children from low socioeconomic backgrounds.