Sound Field Amplification Research Articles

Can sound field amplification be of use in daycare centres? An explorative pilot study

This study evaluates the effects of Sound Amplification Systems (SFA) on reducing vocal strain in daycare staff and enhancing children's concentration in noisy environments. Utilizing a mixed-methods approach, structured questionnaires were distributed to 11 daycare staff members in Turku, Finland, to gather both quantitative and qualitative data on their experiences with SFA. The analysis revealed that SFA significantly lowered vocal strain for staff, especially during group activities, and improved children's engagement by making speech more intelligible amidst background noise. However, practical challenges such as SFA mobility and adaptability in diverse settings were identified. The findings suggest SFA's potential benefits in early childhood educational settings, while also highlighting the need for further research to address implementation challenges and confirm these preliminary results with a larger participant sample.

Acoustic refurbishments in a university lecture room: effects on speaker's comfort and voice use

Poor acoustic conditions in learning spaces have a detrimental effect on the speaker´s health and constitutes a risk factor for voice disorders. Previous research indicate that an acoustic refurbishment of the learning space has the potential to increase well-being and decrease voice related health problems among teachers, but the research is scarce. In this study, we aim to investigate how different acoustic conditions affect the speakers voice use and self-perceived speaker's comfort. Voice recordings of short speech-tasks and self-evaluations of speaker's comfort were collected from fifteen participants during a three-step acoustic refurbishment of a real-life university lecture room in an experimental setting. The influence of background babble and a classroom soundfield amplification system on vocal parameters and self-perceived speaker's comfort were also investigated. Factor analysis of the speaker's comfort questionnaire revealed a two-factor solution where factor 1 represented vocal behavior and perception of room acoustics, and factor 2 represented the perception of the task in itself. Sum scores for factors 1 and 2 will be calculated and used in a mixed-effects model investigating the effect of room acoustics on self-perceived speaker's comfort.

Investigation of the Acoustics Performance of the University’s Lecture Rooms by using Economical and Feasible Design Improvement Strategies

Students encounter difficulties in speech comprehension because of unfavorable classroom acoustics conditions, which subsequently affect their cognitive development and academic performance. Therefore, optimal listening conditions are required to ensure that listeners perceive and recognize speech effectively. This invites numerous studies to explore plausible acoustic interventions and treatments as an initiative to remediate the issue. Thus, this study seeks to a) identify the actual acoustic conditions in two (2) classrooms in the Faculty of Built Environment, Universiti Malaysia Sarawak, and b) establish economical acoustic design strategies for future improvements. This quantitative study embarks on on-site acoustic measurements to evaluate the reverberation time and background noise level of the selected classrooms. The data from the on-site measurement is applied for 3D model verification for the simulation process. The establishment of plausible design treatment alternatives is further analyzed through simulation using ODEON software. The simulation process yielded the effects of a) material surface treatment and b) sound field amplification systems on several acoustic parameters. The findings reveal that the surface treatment using low-cost material and the installation of sound field amplification significantly enhanced the classroom acoustic quality and are feasible to be implemented for future improvements.

Vocal Demand Response to the Educational Setting Based Communication Scenarios: A Single Subject Study

Objectives. This was a single-subject study, aimed to demonstrate different vocal demand situations that are typical for primary school and teacher's vocal demand response under two acoustical conditions, with and without voice amplification, during five working days. Methods. The long-term voice dosimetry with Vocal Holter Med (PR.O. Voice Srl) was carried out on a 49-year-old female teacher with voice disorders during daily teaching activities. A sound field amplification system (SFAS) PentaClass Runa was installed in the classroom. Voice dosimetry was provided under two different acoustical conditions: without SFAS (2 days) and with SFAS (3 days). Results. Phonation time percentage, sound pressure level (SPL), SPL SD, fundamental frequency (F0), F0 SD, cycle, and distance doses were investigated in seven communication scenarios (lessons, group/individual classes, sports lessons in the gym and schoolyard, breaks, lunch breaks, and other activities). The median scores of all voice parameters differed significantly between different vocal demand contexts. The significant statistical difference in the vocal demand response was in the communication situations with and without SFAS. In addition, the number of children, reverberation time, and ambient air relative humidity impacted voice SPL and the cycle dose. Conclusions. Lessons, sports lessons held in the gym or schoolyard, breaks, and lunch breaks were considered as high vocal demand communication situations requiring higher voice intensity and fundamental frequency, higher phonation time percentage, cycle, and distance doses. Group/individual work and other teacher activities during the day, unrelated to direct work with students, were categorized as low vocal demand communication scenarios.

The effect of sound field amplification systems on vocal demand response in teachers during lessons

Purpose Sound pressure level (SPL), fundamental frequency (F0), time dose (Dt), cycle dose (Dc), and distance dose (Dd) are components affecting a vocal demand response. The study aimed to investigate the impact of sound field amplification systems (SFAS) on teachers’ vocal parameters and determine the user comfort of SFAS use in teachers. Methods Twenty female teachers underwent long-term voice dosimetry with Vocal Holter Med (PR.O.Voice Srl) during everyday teaching activities. The SFAS PentaClassRuna (Certes) was installed in classrooms. Voice dosimetry was provided in two different acoustical conditions—without the use of SFAS (one to two days) and with SFAS (one to three days). Teachers underwent voice acoustic and laryngoscopic evaluation before voice dosimetry. Two teachers’ groups were formed: teachers with and without vocal nodules. The visual analogue scale measured the user comfort of SFAS. Results There were no significant differences in vocal parameters and vocal doses between teachers with and without vocal nodules. Voice amplification significantly decreased average F 0(−4.4 Hz), Dt%(−3.1%), Dc (−0.4 kcycles), and Dd (−1.3 m) in teachers without vocal nodules and F 0 (−8.9 Hz) in teachers with vocal nodules. Vocal doses (Dt%, Dc, Dd) significantly decreased in classrooms with longer reverberation time. The user comfort of the SFAS during the lessons was high in both teachers groups. Conclusions SFAS was a mediator between the classroom’s environment and the teacher’s vocal demand response; it changed teachers’ voice production parameters and reduced vocal demand response to satisfy the communication requirements. In addition, voice amplification was more beneficial for teachers without vocal fold lesions.

Soundfield amplification for primary school students on the autism spectrum: Research findings and classroom applications

Sound field amplification (SFA) has recently attracted interest as an inclusive classroom adjustment for children on the autism spectrum. When functioning optimally, SFA improves the signal-to-noise ratio in the classroom by maintaining the teacher’s voice at a higher level than the classroom noise. In this paper, we will report on the results of a randomised controlled trial of SFA over two semesters for 13 children (9 males, aged 7.6 to 8.4 years) on the spectrum and 17 children (7 males, aged 7.6 to 9.3 years) not on the spectrum in their third year of schooling in 10 elementary schools in Australia. SFA was found to assist children on the spectrum to improve their skills in an area of phonological processing known to be important to reading acquisition, but not their skills in attention, memory or educational achievement. In conclusion, SFA continues to show sufficient potential for supporting children on the spectrum in the classroom to warrant its trialing on a case-by-case basis. Realistic expectations as to the short-term benefits of SFA are needed.

Factors Influencing Teachers’ Experience of Vocal Fatigue and Classroom Voice Amplification

Voice disorders among teachers are widespread. Teachers' voice problems have been shown to influence the teaching-learning process, thereby impeding students' academic performance. Voice amplification has been used as a preventative strategy to avoid voice problems and as a means of augmenting student reception of a teacher's voice. However, the relationship between perceived vocal fatigue and amplification use has not been established, nor have factors been identified which may be associated with the use of voice amplification in the classroom. This research has two aims: (1) determine the relationship between self-reported vocal fatigue and self-reported teachers' use of sound field amplification in the classroom; and (2) identify which factors are related with the use of amplification systems among the participating teachers. Paper and online surveys were provided to teachers throughout the United States. These surveys contained the 19-question Vocal Fatigue Index (VFI), in addition to other questions regarding health-related conditions and lifestyle habits of respondents. Access to and use of amplification systems, as well as other work-related factors that might influence the use of such systems were detailed by the respondents. Regardless of grades levels or measured factors, teachers who reported using amplification systems were more likely to report higher levels of vocal fatigue. Teachers who taught in lower grade levels or in larger capacity classrooms not only reported a greater likelihood of using the systems more frequently, but also reported a greater access to amplification systems. Overall, less than 40% of teachers had access to an amplification system. Teachers of lower grades reported having the least access. Our results suggest an association between teachers' use of voice amplification systems and vocal fatigue. In addition, some work-related factors (eg, grade level, classroom capacity) were associated with the use of amplification systems. The results can be beneficial to teachers, school administrators, lawmakers and health professionals to more efficiently use diminishing educational resources in a targeted fashion to better train and potentially reduce the occurrence of voice problems among teachers.

A Review of the Effect of Classroom Sound-Field Amplification on Children in Primary School.

Being able to hear the teacher clearly is an important factor for children's learning. However, classrooms often have suboptimal listening conditions. Sound-field amplification systems (SFAS) can help improve classroom listening conditions by increasing the level of the teacher's speech compared to the background noise throughout the classroom. The aim of this review article was to review the effect of SFAS on children in primary school. A comprehensive search of four online databases (ERIC, PubMed, Scopus, and Web of Science) was conducted. The search terms were classroom sound-field amplification and classroom amplified distribution system. Twenty-one articles were deemed relevant for the review plus an additional six from their references. Most articles were published between 1996 and 2015. Only one article was published since 2016. A range of child populations were studied including typically developing children and children with difficulties and disabilities such as hearing loss, developmental language disorders, attention-deficit/hyperactivity disorder, emotional and behavior disorders, Down syndrome, and developmental disabilities. There were several different measures that were used to evaluate the effectiveness of SFAS including speech perception assessments, language assessments, academic and comprehension assessments, classroom observations, interviews, and questionnaires. Improvements with SFAS were found for speech perception, listening comprehension and auditory analysis, language outcomes, academic outcomes, and behavior. SFAS can benefit children's listening and learning; however, the child's background, classroom reverberation time (limit to < 1 s), and layout and type of learning activities, especially in modern classrooms, need to be taken into consideration.

A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without Autism Spectrum Disorder

Purpose: This study aimed to determine if sound-field amplification (SFA) could be used as an inclusive classroom adjustment to support primary school students with and without Autism Spectrum Disorder (ASD).Methods: A two-group, randomised controlled trial (RCT) with crossover was conducted involving 13 students with ASD (9 males, aged 7.6 to 8.4 years) and 17 typically progressing students without ASD (7 males, aged 7.6 to 9.3 years) from 10 primary schools in and near to Brisbane, Australia. Eighteen of these children had an SFA system in their classrooms in semester one and 12 in semester two of their fourth year of formal schooling (Year 3). Potential proximate benefits were assessed using teacher questionnaire and video analysis of student listening behaviours. Potential distant benefits were assessed using measures of phonological processing in quiet and in noise, attention, memory, and educational achievement.Results: Potential proximate benefits were observed for all students with teachers rating student listening behaviours higher with SFA versus without SFA. Potential distant benefits were observed for students with ASD who showed greater improvements in one area of phonological processing (blending nonsense words in noise) following SFA versus no SFA. No other potential proximate or distant benefits following SFA were observed.Conclusions: SFA could be used as an inclusive classroom adjustment to support some primary school students with and without ASD by potentially putting those students in a better position to learn, but their learning must still take place over time and realistic expectations of what can reasonably be achieved by SFA alone are needed.

The impact of sound field amplification systems on speech perception of pupils with and without language disorders in natural conditions

The purpose of the study was to investigate in natural conditions the impact of sound field amplification systems (SFAS) on the perception of monosyllabic nonsense words in first to fourth-grade students with and without language disorders in classrooms with different acoustics.One hundred forty-five monolingual primary school pupils were included in the study. Two study groups were formed: pupils with typical language development (TD) (n = 145) and pupils with developmental language disorders (LD) (n = 72). Acoustic measurements were made in twelve classrooms with different reverberation time. Monosyllabic nonsense words perception tests, presented by an examiner, were carried out in classrooms with and without SFAS.The number of errors in the test carried out with SFAS in different acoustic conditions reduced in pupils of Grade 1 with TD (Z = –2.273, p = .023; Z = –1.965, p = .049) and with LD (Z = –2.410, p = .016; Z = –2.156, p = .031). The SFAS installed in large classrooms with long reverberation time significantly increased the number of errors in nonsense monosyllables perception (rS = 0.361, p < .01, rS = 0.229, p < .01). The mean number of errors in children with LD was higher than in children with TD in monosyllabic nonsense words tests carried out with and without SFAS (U = 3194, p < .001; U = 3518.5, p < .001).First-grade students benefit from sound field amplification in perception of monosyllabic nonsense words regardless of classrooms acoustics, and irrespective of the level of language development. The positive effect of SFAS on nonsense word perception was not observed in pupils of Grade 2, 3, and 4 of primary school. Classroom acoustics affects the expected positive impact of SFAS for children older than first graders. Amplification increases speech perception and decreases the number of errors in the reproduction of monosyllabic nonsense words in classrooms with short reverberation time.

Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification

This study examined the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus children who are DHH with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.

A methodology to objectively assess the performance of sound field amplification systems demonstrated using 50 physical simulations of classroom conditions.

Introduction:The effect of a sound reinforcement system, in terms of speech intelligibility, has been systematically determined under realistic conditions. Different combinations of ambient and reverberant conditions representative of a classroom environment have been investigated.Materials and Methods:By comparing the measured speech transmission index metric with and without the system in the same space under different room acoustics conditions, it was possible to determine when the system was most effective. A new simple criterion, equivalent noise reduction (ENR), was introduced to determine the effectiveness of the sound reinforcement system which can be used to predict the speech transmission index based on the ambient sound pressure and reverberation time with and without amplification.Results:This criterion had a correlation, R2 > 0.97. It was found that sound reinforcement provided no benefit if the competing noise level was less than 40 dBA. However, the maximum benefit of such a system was equivalent to a 7.7 dBA noise reduction.Conclusion:Using the ENR model, it would be possible to determine the suitability of implementing sound reinforcement systems in any room, thus providing a tool to determine if natural acoustic treatment or sound field amplification would be of most benefit to the occupants of any particular room.

Effects of a Sound Field Amplification System on Teacher Movement in Physical Education Settings

This study determined the effect of a sound field amplification system on teacher movement in physical education (PE) settings. Two middle school PE teachers instructing coeducational PE classes were used as the subjects. This investigation used a multiple-baseline single-case design across subjects. The treatment (independent variable) was the teacher using a portable sound field amplification system. The results indicated consistency in the increase of teacher movement for all classes when amplified feedback was implemented, which suggests that the treatment was effective. Subscribe to TPE

Functional hearing in the classroom: assistive listening devices for students with hearing impairment in a mainstream school setting

Objective: To assess the benefit of assistive listening devices (ALDs) for students with hearing impairment in mainstream schools. Design: Speech recognition (CNC words) in background noise was assessed in a typical classroom. Participants underwent testing using four device configurations: (1) HA(s)/CI(s) alone, (2) soundfield amplification, (3) remote microphone (Roger Pen) on desk and (4) remote microphone at the loudspeaker. A sub-group of students subsequently underwent a 2-week classroom trial of each ALD. Degree of improvement from baseline [HA(s)/CI(s)] alone was assessed using teacher and student Listening Inventory for Education-Revised (LIFE-R) questionnaires. Study sample: In all, 20 students, aged 12.5–18.9 years, underwent speech recognition assessment. In total, 10 of these participated in the classroom trial. Hearing loss ranged from mild-to-profound levels. Results: Performance in each ALD configuration was higher than for HAs/CIs alone (p < 0.001). Teacher and student LIFE-R results indicated significant improvement in listening/communication when using the remote microphone in conjunction with HAs/CIs (p < 0.05). There was no difference between the soundfield system and the baseline measurement (p > 0.05). Conclusion: Speech recognition improvements were demonstrated with the implementation of both remote microphones and soundfield systems. Both students and teachers reported functional hearing advantages in the classroom when using the remote microphone in concert with their standard hearing devices.

Chronic suppurative otitis media, middle ear pathology and corresponding hearing loss in a cohort of Greenlandic children

BackgroundOtitis media (OM) has been observed at elevated prevalence rates in Greenlandic children. OM associated hearing loss (HL) may compromise the children's linguistic skills, social development and educational achievements. ObjectivesWe investigated the prevalence of chronic suppurative otitis media (CSOM), otitis media with effusion (OME) and tympanic membrane sequelae of OM, and compared the corresponding hearing thresholds. MethodsIn 2010 we examined a cohort of 223 Greenlandic children aged 4–10 years by video otoscopy, tympanometry and tested hearing thresholds for the low-frequencies: 500, 1000 and 2000Hz and the high-frequencies: 4000 and 6000Hz. HL was categorized according to the worst hearing ear and was compared within the groups: CSOM, OME, tympanic membrane sequelae of OM and normal. ResultsOf 207 children, 5.8% had CSOM, 13.9% had OME and 55.6% had tympanic membrane sequelae of OM. The median pure tone average in low-frequencies/high-frequencies were: CSOM: 34.2/31.3dB, OME: 23.3/22.5dB, Sequelae of OM: 13.3/15dB and normal ears: 11.7/12.5dB. We found a significant difference (p<0.05) between the four groups. In 56.5% of all children a HL>15dB in any frequency was found, while 6.5% suffered from a bilateral low-frequency HL>25dB. ConclusionThe severity of OM significantly corresponded to increased HL. The burden of CSOM and HL remains high in young Greenlandic children. Aggressive treatment with antibiotics, improved hearing rehabilitation, sound field amplification in classrooms and otosurgical capacity should be further promoted in Greenland.

Evaluating effectiveness of dynamic soundfield system in the classroom.

Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students’ academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants’ experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students’ academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness.

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

This study examined the efficacy of classroom sound field amplification system for the language development of children, aged 4-7, in early primary years in schools designated as disadvantaged in Dublin, Ireland. The language development of 65 study participants from 14 classes in 7 schools was assessed in a multiple baseline AB case study design supplemented by norm-referenced language assessments pre- and post-installation of the amplification systems. One hundred and seventy three 30-min classroom observations were conducted over a 9-month period. The intervention was found to bring statistically significant gains in the area of language comprehension and classroom participation, particularly in classes in which the support was introduced at the start of schooling. The study constitutes the first large-scale study on sound field amplification systems internationally that is entirely concerned with the effect of this intervention on the language development of children experiencing socio-economic exclusion.

Minimal Hearing Loss: Implications and Management Options for Educational Settings

Audibility, which refers to the ability of sound to be heard, is not sufficient for listening and learning environments, such as school classrooms. Speech intelligibility, not audibility, is the key to understanding and, therefore, must be addressed for all children, especially those who have some amount of hearing loss. It is well documented that children's central auditory systems are not fully myelinated or mature until the age of 10 to 12 years (Moore, 2002; Musiek, Gollegly, &amp; Baran, 1984). School-age children have “developing” auditory systems due to their poorer sensitivity (when compared to adults) to small acoustic cues in speech, such as voice-onset time and formant-frequency transition (Elliott, 1986; Elliott, Longinotti, Meyer, Raz, &amp; Zucker, 1981). Children are also less able to selectively attend to auditory tasks, have difficulty recognizing speech distorted by reverberation, and have problems with speech intelligibility in background noise and reverberation plus noise (Finitzo-Hieber &amp; Tillman, 1978; Neuman &amp; Hochberg, 1983; Stuart, 2005). Therefore, children under the age of 13 years (i.e., those in elementary and middle school) have been described as “special listeners” (Nabelek &amp; Nabelek, 1994). This article describes minimal hearing loss (MHL), the poor acoustics found in educational environments, and the impact of those acoustics on children with MHL. In addition, this article reviews environmental modifications that can be made to improve classroom acoustics. This article offers multiple researchers' strategies for better access to listening and learning, including soundfield amplification options for improving the signal-to-noise ratio in classroom settings.

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

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.

Using Personal Response Systems to Assess Speech Perception Within the Classroom

The assessment of the combined effect of classroom acoustics and sound field amplification (SFA) on children's speech perception within the "live" classroom poses a challenge to researchers. The goals of this study were to determine: (1) Whether personal response system (PRS) hand-held voting cards, together with a closed-set speech perception test (Chear Auditory Perception Test [CAPT]), provide an appropriate method for evaluating speech perception in the classroom; (2) Whether SFA provides better access to the teacher's speech than without SFA for children, taking into account vocabulary age, middle ear dysfunction or ear-canal wax, and home language. Forty-four children from two school-year groups, year 2 (aged 6 years 11 months to 7 years 10 months) and year 3 (aged 7 years 11 months to 8 years 10 months) were tested in two classrooms, using a shortened version of the four-alternative consonant discrimination section of the CAPT. All children used a PRS to register their chosen response, which they selected from four options displayed on the interactive whiteboard. The classrooms were located in a 19th-century school in central London, United Kingdom. Each child sat at their usual position in the room while target speech stimuli were presented either in quiet or in noise. The target speech was presented from the front of the classroom at 65 dBA (calibrated at 1 m) and the presented noise level was 46 dBA measured at the center of the classroom. The older children had an additional noise condition with a noise level of 52 dBA. All conditions were presented twice, once with SFA and once without SFA and the order of testing was randomized. White noise from the teacher's right-hand side of the classroom and International Speech Test Signal from the teacher's left-hand side were used, and the noises were matched at the center point of the classroom (10sec averaging [A-weighted]). Each child's expressive vocabulary age and middle ear status were measured individually and each child's home language and any special educational needs were recorded. All children were able to use the PRS handsets, and the CAPT speech perception test was sufficiently sensitive to highlight differences in perception in the different listening conditions. Scores were higher in quiet than in any noise condition. Results showed that group performance was significantly better with SFA than without it. The main demographic predictor of performance was expressive vocabulary age. SFA gave more benefit to the poorer performers in the group. There were no significant effects on performance relating to middle ear status or home language; however, the size of the population was too small to be able to fully explore these aspects in greater detail. PRS together with the CAPT provides a sensitive measure for in situ speech perception testing within the classroom. Vocabulary age has a large effect on a child's ability to perceive the speech signal. SFA leads to improved speech perception, when the speech signal has been degraded because of poor acoustics or background noise and has a particularly large effect for children with lower vocabulary ages.