Abstract
The acoustical conditions in classrooms of increasing size frequently result in poor speech intelligibility. Speech intelligibility is a function of several variables of which speech level (vocal effort), background noise level, and acoustical design characteristics are perhaps the most important. This report discusses the influence of these stated factors on speech intelligibility in three different rectangular classrooms of varying size and design characteristics. Speech intelligibility for the varying conditions wa determined by use of the modified rhyme test (MRT). The articulation index was also computed for the various signal-to-noise levels used in the tests. Data are presented in the form of computer-drawn contour maps showing noise distribution and speech intelligibility in the rooms. [The work being reported was supported by a grant from the U. S. Office of Education.]
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