Effects of room acoustics on the intelligibility of speech in classrooms for young children.

This paper reports new measurements of the intelligibility of speech in conditions representative of elementary school classrooms. The speech test material was binaurally recorded in simulated classroom conditions and played back to subjects over headphones. Subjects included grade 1, 3, and 6 students (6, 8, and 11 year olds) as well as adults. Recognizing that reverberation time is not a complete descriptor of room acoustics conditions, simulated conditions included realistic early-to-late arriving sound ratios as well as varied reverberation time. For conditions of constant signal-to-noise ratio, intelligibility scores increased with decreasing reverberation time. However, for conditions including realistic increases in speech level with varied reverberation time for constant noise level, intelligibility scores were near maximum for a range of reverberation times. Young children's intelligibility scores benefited from added early reflections of speech sounds similar to adult listeners. The effect of varied reverberation time on the intelligibility of speech for young children was much less than the effect of varied signal-to-noise ratio. The results can be used to help to determine ideal conditions for speech communication in classrooms for younger listeners.