Abstract
The aim of this study was to examine the effects of sound-field amplification intervention on the acquisition of specific educational goals for children in mainstream cross-cultural classrooms. Twelve classes of Year 2 children participated in the project. For classes 1 to 8, the listening environments were alternated between amplified and unamplified conditions, each condition being for two terms (one semester) of the school year. Beneficial effects of amplification were obtained in all three skill areas of reading, writing and numeracy. The beneficial effects occurred irrespective of whether the children had English as a native language or as a second language. Classes 9 to 12 were alternated between single-channel and dual-channel transmission options, each condition being for one semester of the school year. The results indicated that using different numbers of microphones did not affect the rate of acquisition of educational outcomes.
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