JSLHR
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Journal of Speech and Hearing Research Vol.21 440-458 September 1978.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Finitzo-Hieber, T.
Right arrow Articles by Tillman, T. W.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Finitzo-Hieber, T.
Right arrow Articles by Tillman, T. W.

Room Acoustics Effects on Monosyllabic Word Discrimination Ability for Normal and Hearing-Impaired Children

Terese Finitzo-Hieber
University of Texas, Dallas

Tom W. Tillman
Northwestern University, Evanston, Illinois

The monosyllabic word discrimination of normal and hearing-impaired children was evaluated in situations selected to simulate acoustical conditions in current educational environments. All listeners were tested in a high-fidelity (loudspeaker-aided) condition under 12 combinations of reverberation and noise. Hearing-impaired subjects were also evaluated in the same 12 conditions while listening through a monaural hearing aid. Performance of the normal-hearing group was superior to the hearing-impaired listeners in all environments. Results suggest that classroom acoustics should be considered a critical variable in the educational achievement of children.






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 1978 by the American Speech-Language-Hearing Association.