In everyday lives, the listening experiences often occur in adverse listening environments in which children need to tune out competing sounds to tune into speech. In the early childhood and in the first years of education a good acoustic environment is mandatory in order to avoid difficulties in literacy development. This is true both for normal children and for children with potential learning disabilities, which can be only diagnosed after this ageperiod. Whenever children with poor neural processing in speech discrimination are exposed to bad acoustics, they may fall behind their peers in reading development. On the contrary, since the neuroplasticity of the auditory cortex of the human brain is up to about the age of eight years, when atrisk children are trained with learning programs based on sound and visual cues recognition in proper listening environments, the effectiveness of these programs is improved. This work focuses on the evidence of the need of good classroom acoustics by the early stage of education. Preliminary results on a study on the influence of classroom acoustics on the reading skills in the early childhood are reported. The study involved 120 secondgrade pupils in three primary schools with different classroom acoustics.

Need of good classroom acoustics since the early childhood / Astolfi, Arianna; Puglisi, GIUSEPPINA EMMA; Prato, Andrea; Shtrepi, Louena; Sacchetti, Benedetto; Sacco, Tiziana. - In: THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA. - ISSN 0001-4966. - ELETTRONICO. - 140 (4):(2016), pp. 2969-2969. (Intervento presentato al convegno 5th Joint Meeting of the Acoustical Society of America and Acoustical Society of Japan tenutosi a Honolulu (Hawaii) - United States of America nel 28 November - 2 December 2016) [10.1121/1.4969186].

Need of good classroom acoustics since the early childhood

ASTOLFI, Arianna;PUGLISI, GIUSEPPINA EMMA;PRATO, ANDREA;SHTREPI, LOUENA;
2016

Abstract

In everyday lives, the listening experiences often occur in adverse listening environments in which children need to tune out competing sounds to tune into speech. In the early childhood and in the first years of education a good acoustic environment is mandatory in order to avoid difficulties in literacy development. This is true both for normal children and for children with potential learning disabilities, which can be only diagnosed after this ageperiod. Whenever children with poor neural processing in speech discrimination are exposed to bad acoustics, they may fall behind their peers in reading development. On the contrary, since the neuroplasticity of the auditory cortex of the human brain is up to about the age of eight years, when atrisk children are trained with learning programs based on sound and visual cues recognition in proper listening environments, the effectiveness of these programs is improved. This work focuses on the evidence of the need of good classroom acoustics by the early stage of education. Preliminary results on a study on the influence of classroom acoustics on the reading skills in the early childhood are reported. The study involved 120 secondgrade pupils in three primary schools with different classroom acoustics.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2663491
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