Ferenczy Marcelle, Pottas Lidia, Soer Maggi
Department of Speech-Language Pathology and Audiology, University of Pretoria, South Africa.
Department of Speech-Language Pathology and Audiology, University of Pretoria, South Africa.
Int J Pediatr Otorhinolaryngol. 2022 May;156:111101. doi: 10.1016/j.ijporl.2022.111101. Epub 2022 Mar 12.
Children with learning difficulties (LD) face multiple challenges in classrooms settings while having to meet various auditory demands, such as understanding verbal instructions in the presence of background noise. These challenges pose a risk for academic failure, underachievement, and underemployment. Well-developed skills regarding speech perception in noise promote learning, communication, and academic success. These skills need further investigation to promote evidence-based practice and intervention within the audiological and educational fields.
To identify and review published literature on the speech perception in noise abilities of children with LDs.
A systematic search strategy was used to identify literature on five electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Literature from 2011 to 2021 reporting on speech perception in noise in children with LDs was included.
Of 1295 articles identified, five articles met the inclusion criteria and were included in this scoping review. All studies used comparative study designs to determine the speech perception in noise skills of children with LDs. Results indicated that children with LDs have poorer speech perception in noise skills when compared to typically developing children. Trisyllabic words were better perceived in noise than monosyllabic and disyllabic words.
Children with LDs require greater signal-to-noise ratios if they are to be given the same academic opportunities as typically developing (TD) children. Future studies can investigate the functional outcomes of children with LDs to promote evidence-based practice and intervention.
有学习困难的儿童在课堂环境中面临多重挑战，同时必须满足各种听觉需求，例如在有背景噪音的情况下理解口头指令。这些挑战会导致学业失败、成绩不佳和就业不足。在噪音环境中良好的言语感知技能有助于学习、沟通和学业成功。这些技能需要进一步研究，以促进听力学和教育领域基于证据的实践和干预。
识别并综述已发表的关于有学习困难儿童在噪音环境中言语感知能力的文献。
采用系统检索策略，使用系统评价和Meta分析扩展版的系统评价优先报告条目（PRISMA-ScR）在五个电子数据库中识别文献。纳入2011年至2021年报道有学习困难儿童在噪音环境中言语感知的文献。
在识别出的1295篇文章中，有五篇文章符合纳入标准并被纳入本范围综述。所有研究均采用比较研究设计来确定有学习困难儿童在噪音环境中的言语感知技能。结果表明，与发育正常的儿童相比，有学习困难的儿童在噪音环境中的言语感知技能较差。三音节词在噪音环境中的感知比单音节词和双音节词更好。
如果要让有学习困难的儿童获得与发育正常（TD）儿童相同的学习机会，他们需要更高的信噪比。未来的研究可以调查有学习困难儿童的功能结果，以促进基于证据的实践和干预。
