Department of Linguistics, Macquarie University, North Ryde, New South Wales, Australia.
Am J Audiol. 2022 Jun 2;31(2):470-486. doi: 10.1044/2022_AJA-21-00240. Epub 2022 Mar 28.
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 and 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.
能够清晰地听到老师的声音是儿童学习的重要因素。然而，教室通常存在不理想的听力条件。声场扩声系统（SFAS）可以通过提高教师讲话的音量，与整个教室的背景噪声相比，从而帮助改善课堂听力条件。本文的目的是回顾 SFAS 对小学生的影响。
对四个在线数据库（ERIC、PubMed、Scopus 和 Web of Science）进行了全面检索。检索词为 和 。共有 21 篇文章被认为与综述相关，此外还有 6 篇来自其参考文献。
大多数文章发表于 1996 年至 2015 年之间。自 2016 年以来仅发表了一篇文章。研究对象包括有听力损失、发育性语言障碍、注意力缺陷/多动障碍、情绪和行为障碍、唐氏综合征和发育障碍等困难和残疾的典型发育儿童和儿童在内的多种儿童群体。有几种不同的措施用于评估 SFAS 的有效性，包括语音感知评估、语言评估、学术和理解评估、课堂观察、访谈和问卷调查。发现 SFAS 可改善语音感知、听力理解和听觉分析、语言结果、学业成绩和行为。
SFAS 可以使儿童受益于听力和学习；但是，儿童的背景、教室混响时间（限制在<1 秒内）以及布局和学习活动类型，尤其是在现代教室中，都需要考虑在内。
