Journal articles: 'Classroom speech'

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Rodriguez, Dalia. "Silence as Speech." International Review of Qualitative Research 4, no. 1 (May 2011): 111–44. http://dx.doi.org/10.1525/irqr.2011.4.1.111.

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This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.

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Manasco, M. Hunter. "YouTube™ in the Speech-Language Pathology Classroom." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 22–26. http://dx.doi.org/10.1044/ihe13.1.22.

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YouTube™ is an online video sharing Web site that is increasingly used in higher education classrooms. In addition presenting content on many diverse topics, YouTube™ rapidly became a rich source of clinical illustrations with relevance for the speech-language pathology classroom. Although professors in health education now take advantage of this resource, no documentation exists regarding students' reactions to the use of YouTube™ in the classroom. The purpose of this study was to survey students' opinions regarding the use of YouTube™ in the classroom. Videos from YouTube™ augmented lecture material in four speech-language pathology classrooms. At the end of the semester, students rated their opinions of the professor’s use of YouTube™ in the classroom and the contribution of the Web site to their classroom experience. All 104 students in the classes surveyed responded. A majority of students reported increased understanding, interest in, and retention of the classroom material due to use of videos on YouTube™.

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Mealings, Kiri T., Katherine Demuth, Jörg Buchholz, and Harvey Dillon. "The Development of the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test." Journal of Speech, Language, and Hearing Research 58, no. 4 (August 2015): 1350–62. http://dx.doi.org/10.1044/2015_jslhr-h-14-0332.

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PurposeOpen-plan classroom styles are increasingly being adopted in Australia despite evidence that their high intrusive noise levels adversely affect learning. The aim of this study was to develop a new Australian speech perception task (the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test) and use it in an open-plan classroom to assess how intrusive noise affects speech perception.MethodThe first part of this article describes how the online 4-picture choice speech perception task materials were created. The second part focuses on the study involving twenty-two 5- to 6-year-old children in an open-plan classroom who completed the task while other classes engaged in quiet and noisy activities.ResultsChildren's performance accuracy, number of responses, and speed were lower in the noisy condition compared with the quiet condition. In addition, children's speech perception scores decreased the farther away they were seated from the loudspeaker. Overall, the children understood and were engaged in the task, demonstrating that it is an appropriate tool for assessing speech perception live in the classroom with 5- to 6-year-old children.ConclusionsThe results suggest that the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test is a helpful tool for assessing speech perception in classrooms and that it would be beneficial to use in future research investigating how classroom design and noise affect speech perception.

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Angel, Susan E., Yolonda G. Butler, Deborah L. Cichra, Cheriee C. Moore, and Judith Simonet. "How Do I Work With the Reading Teacher Without Becoming One?" Perspectives on School-Based Issues 10, no. 2 (June 2009): 45–50. http://dx.doi.org/10.1044/sbi10.2.45.

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Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

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Iglehart, Frank. "Speech Perception by Students With Cochlear Implants Using Sound-Field Systems in Classrooms." American Journal of Audiology 13, no. 1 (June 2004): 62–72. http://dx.doi.org/10.1044/1059-0889(2004/009).

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Cochlear implants support deaf students' language development through the improved use of audition in the classroom. Unfortunately, the acoustics of typical classrooms greatly reduce auditory speech perception by these students. Sound-field systems can increase speech-to-noise ratios in classrooms and thus improve use of audition. These systems are used by 80% of students with cochlear implants who use an FM system in the classroom. The present study compares speech perception by 14 school-age cochlear implant recipients via 2 classroom sound-field systems, 1 wall-mounted and the other a personal, or desktop, system. Testing was conducted in 2 classroom environments, 1 noisy and reverberant (typical of many classrooms) and the other ideally quiet with reverberation of short duration. In the quiet room with low reverberation, both sound-field systems produced improved phoneme recognition, but there was no difference between the 2. In the noisy room with high reverberation, the sound-field benefits were greater, and the desktop systems provided more benefit than the wall-mounted systems.

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Siebein, Gary W., Martin A. Gold, Glenn W. Siebein, and Michael G. Ermann. "Ten Ways to Provide a High-Quality Acoustical Environment in Schools." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 376–84. http://dx.doi.org/10.1044/0161-1461.3104.376.

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The purpose of this article is to describe the use of impulse response measures and observations in Florida classrooms. As a result of measures and observations in "healthy" and poor acoustical environments, 10 practical recommendations are proposed for improving the acoustical environment in schools. The primary research for these recommendations consisted of recording acoustical measurements of reverberation time and background noise, as well as newer acoustical measurements based on impulse response techniques, in 56 actual classrooms. Observations of classroom situations occurred in a subset of these schools. Computer and physical models of eight classrooms were constructed and tested with varying room finish materials and background noise levels to study the comeverberation bined effects of these architectural items on speech perception in the model rooms. The primary recommendations all relate to school design and planning. These include air-conditioning system selection and noise control techniques to minimize interference with listening, interior classroom acoustical design principles for maximizing speech perception, and the documentation of teaching methods and classroom arrangements that result in improving speech intelligibility and other factors affecting speech perception.

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Azhari, Ahmad Syaifudin, Priono, and Nuriadi. "Speech Acts of Classroom Interaction." International Journal of Linguistics, Literature and Culture 4, no. 2 (March 6, 2018): 24. http://dx.doi.org/10.21744/ijllc.v4i2.639.

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Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives. Assertions about 117 acts or 42% are dominant acts. Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

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Adele, Goldie. "Protect speech in the classroom." Campus Legal Advisor 17, no. 6 (January 16, 2017): 1–3. http://dx.doi.org/10.1002/cala.30492.

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Adele, Goldie. "Protect speech in the classroom." Dean and Provost 18, no. 4 (November 22, 2016): 1–8. http://dx.doi.org/10.1002/dap.30265.

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Dia, Eva Eri, Suyono Suyono, Widodo Hs., and Sunaryo Sunaryo. "RHETORIC STRATEGY IN CLASSROOM DISCUSSION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 118. http://dx.doi.org/10.26858/retorika.v13i1.9152.

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This article aims to describe the pattern of question strategies and strategies for answering in class discussion activities. The documentation technique is used in collecting data sourced from verbal data, namely the speech of students who present the role as presenters and discussion participants, and lecturers who respond to the results of the discussion. The results of the analysis show that there is a pattern of rhetorical strategies generated in the speech of students in class discussion presentations. The pattern includes question strategies and answer strategies. In the question strategy in class discussion there are four formulas, among others; (1) description + question + marriage - is there in the speech of the audience and questioner ,(2) description + question + explanation is in the lecturer speech, (3) question + description is in the questioner's speech, (4) question + explanation + question is in the speech questioner. Whereas in the strategy of answering in class discussions there are two strategies found, among others; (1) the directanswerstrategy is found in the answering speech and (2) the indirectanswerstrategy is found in the answering speech.

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Spratford, Meredith, Elizabeth A. Walker, and Ryan W. McCreery. "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting." American Journal of Audiology 28, no. 4 (December 16, 2019): 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.

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Purpose Classrooms including children who are hard of hearing (CHH) may be modified to manage noise and reverberation and improve speech perception. Little is known about the acoustic characteristics of contemporary general education classrooms that include CHH compared to classrooms of typical peers. We proposed the following research questions about the acoustic environment of general education classrooms including CHH: (a) How reliable are acoustic measurements collected using an iOS device, application, and external microphone? (b) What proportion of classrooms meet the American National Standards Institute's standards for unoccupied noise levels and reverberation? Method A smartphone application was used to measure sound levels, reverberation, and clarity for 164 general education classrooms including CHH. Linear mixed models were used to examine the following: (a) reliability of acoustic measures made using an application and external microphone and (b) predictors of sound levels, reverberation, and clarity for elementary classrooms including CHH. Results Results indicate the application reliably measures classroom acoustics. Classrooms exceeded the American National Standards Institute's recommended noise levels, but met reverberation time guidelines. Grade; heating, ventilation, and air conditioning status; and room volume predicted classroom acoustics. Conclusions As a screening tool, the application was shown to be effective in reliably measuring reverberation and classroom noise levels. The high levels of noise in unoccupied classrooms indicate a need for increased use of noise abatement strategies and the use of remote-microphone systems, especially in classrooms where noise levels cannot feasibly be reduced. Using an application may be a cost-effective method for monitoring important acoustic features that impact children's ability to understand speech in the classroom.

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Yang, Wonyoung, and Murray Hodgson. "Optimum Reverberation for Speech Intelligibility for Normal and Hearing-Impaired Listeners in Realistic Classrooms Using Auralization." Building Acoustics 14, no. 3 (September 2007): 163–77. http://dx.doi.org/10.1260/135101007781998929.

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The objective of this study was to use auralization techniques to investigate the optimal reverberation for speech intelligibility for normal-hearing and hearing-impaired adult listeners in classrooms with non-diffuse sound fields. This extended a previous study involving rooms with diffuse sound fields to more realistic rooms. Modified Rhyme Test (MRT) signals were auralized in six virtual classroom configurations with different reverberation times. Each classroom contained a speech source, a listener at a receiver position, and a noise source located between the talker and the listener. Two speech- and noise-source output-level differences (0 and +4 dB) were tested. Subjects performed speech-intelligibility tests in the virtual classrooms to identify the reverberation time that gave the best results in each case. For both normal and hearing-impaired listeners, the optimal reverberation time was generally non-zero, and increased with decreased speech-to-noise level difference. Hearing-impaired subjects apparently required more early energy than normal-hearing subjects. The optimal reverberation time for speech intelligibility in classrooms is not necessarily zero, as is commonly believed. The optimal value is generally non-zero, and varies with the room, the locations of the speech and noise sources and the listener, and the noise level.

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Mikulski, Witold, and Jan Radosz. "Acoustics of Classrooms in Primary Schools - Results of the Reverberation Time and the Speech Transmission Index Assessments in Selected Buildings." Archives of Acoustics 36, no. 4 (December 1, 2011): 777–93. http://dx.doi.org/10.2478/v10168-011-0052-6.

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Abstract The article presents results of our own research regarding acoustic properties of 110 classrooms in five typical primary schools in Warsaw. The target of the research was to assess the classrooms using established criteria. These criteria include the reverberation time and the speech transmission index. The research has shown a large diversity of acoustic properties of classrooms within each of the schools and between the schools, resulting from the classroom equipment and the school building construction. In addition, the assessment has indicated that classrooms in schools researched do not meet the established acoustic criteria (reverberation time and speech transmission index). Because the classroom equipment is different for younger forms (integrated teaching) and for older forms (subject teaching), the results have been analyzed separately for rooms for younger forms (0-III) and for rooms for older forms (IV-VI). Synthetic results prove the advisability of such division. Correlation analysis has been conducted for the speech transmission index STI and reverberation time Tmf, as well as for the speech transmission index STI and the suggested reverberation time Twf defined in a similar manner as Tmf, but in a wider frequency range. The correlation between the speech transmission index STI and Twf is higher than that between the STI index and Tmf. The reverberation time Twf can therefore be used for a more precise assessment of acoustic properties of interiors with regard to verbal communication than Tmf. In addition, the paper presents estimated analysis results of the influence of selected classroom equipment (carpets) on its acoustic properties.

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Farber, Judith, Mary Ellen Denenberg, Susan Klyman, and Patricia Lachman. "Language Resource Room Level of Service." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 293–99. http://dx.doi.org/10.1044/0161-1461.2304.293.

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This article describes the Philadelphia School District’s approach for providing an intensive level of language treatment by combining aspects of the traditional itinerant pull-out method with instruction received in the classroom. The speech-language pathologist assumes the roles of co-teacher, consultant, and direct treatment provider. This innovative program allows flexibility of programming and adjusts the level of effort to individual and classroom needs. Students with moderate to severe speech-language disorders are selected on a system-wide basis for this level of service. Initial resistance to the presence of speech-language pathologists in classrooms eases as students’ speech-language performance shows marked improvement. Preliminary data analysis indicates that the Language Resource Room model is a successful adjunct to traditional treatment modes.

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Peng, Jianxin, and Peng Jiang. "Chinese Word Identification and Sentence Intelligibility in Primary School Classrooms." Archives of Acoustics 41, no. 2 (June 1, 2016): 213–19. http://dx.doi.org/10.1515/aoa-2016-0021.

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Abstract The Chinese word identification and sentence intelligibility are evaluated by grades 3 and 5 students in the classrooms with different reverberation times (RTs) from three primary school under different signal-to-noise ratios (SNRs). The relationships between subjective word identification and sentence in- telligibility scores and speech transmission index (STI) are analyzed. The results show that both Chinese word identification and sentence intelligibility scores for grades 3 and 5 students in the classroom in- creased with the increase of SNR (and STI), increased with the increase of the age of students, and decreased with the increase of RT. To achieve a 99% sentence intelligibility score, the STIs required for grades 3, grade 5 students, and adults are 0.71, 0.61, and 0.51, respectively. The required objective acoustical index determined by a certain threshold of the word identification test might be underestimated for younger children (grade 3 students) in classroom but overestimated for adults. A method based on the sentence test is more useful for speech intelligibility evaluation in classrooms than that based on the word test for different age groups. Younger children need more favorable classroom acoustical environment with a higher STI than older children and adults to achieve the optimum speech communication in the classroom.

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Wiyanto, Muhammad Saibani. "USING SPEECH FUNCTION ON EFL CLASSROOM." English Education : Journal of English Teaching and Research 5, no. 2 (October 29, 2020): 143–48. http://dx.doi.org/10.29407/jetar.v5i2.14662.

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This study deals with the utterance of English teachers of SMP A. Wahid Hasyim Tebuireng. It is aimed to know the type of speech function used by English teacher in the classroom, and to find out how speech functions are applied by English teacher in the classroom. The researcher applies qualitative design and content analysis design as the approach based on Ary et al (2010). The subject of this research was English teacher in SMP A. Wahid Hasyim Tebuireng. The source of the data is subject in where the data obtained, while the data is the utterances used by English teacher. The researcher used observation and audiovisual material of collecting data. The data of transcription are classified into six basic types of speech function. There are expressive, directive, referential, metalinguistic, poetic and phatic. The researcher observed an English teacher. From the teacher who observed, the researcher found different total utterances from each meeting. The total utterance is 41 utterances which classified into five types of speech function. How speech functions are applied by English teacher in the classroom is when the teacher interaction with her students.

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Strong, William J. "Degraded synthetic speech for classroom demonstration." Journal of the Acoustical Society of America 95, no. 5 (May 1994): 2934. http://dx.doi.org/10.1121/1.409157.

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Katula, Richard A. "Excellence in the speech communication classroom." Communication Quarterly 34, no. 4 (September 1986): 341–43. http://dx.doi.org/10.1080/01463378609369646.

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Girard, Marie, and Claude Sionis. "Formulaic speech in the L2 classroom." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 2 (June 1, 2003): 231–51. http://dx.doi.org/10.1075/prag.13.2.02gir.

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This study looks into one context of Formulaic Speech (FS) usage: The partial L2 immersion class. It tries to define and classify FS according to Raupach’s contextual list (1984) and lexical criteria as well as differentiating it from creative speech. FS is presented mostly as a pragmatic concept challenging the usual conceptions of language acquisition as an analytical process. Also challenged is the idea that language production is based on analysis of the input followed by production out of parsed output. In a Second Language Acquisition perspective, FS is shown as being a temporary stage of acquisition which, among other aspects, enables the speaker to reach idiomaticity in his or her L2 and thereby efficient communication with native speakers.

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Puglisi, Giuseppina E., Anna Warzybok, Birger Kollmeier, and Arianna Astolfi. "Speech intelligibility under realistic classroom acoustics." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3966. http://dx.doi.org/10.1121/1.4989030.

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Cogbill, A. P. "Admitting Speech into the Writing Classroom." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 15, no. 2 (January 1, 2015): 403–7. http://dx.doi.org/10.1215/15314200-2845257.

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Leibold, Lori, Ryan W. McCreery, and Emily Buss. "Classroom acoustics and children's speech perception." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3457. http://dx.doi.org/10.1121/1.4987170.

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Tamjis, Mohd Ridzwan, Muhammad Naufal Mansor, Ahmad Kadri Junoh, Amran Ahmed, Wan Suhana Wan Daud, and Azrini Idris. "Heterogeneous Speech Prediction Using LDA Classifiers." Advanced Materials Research 1016 (August 2014): 267–72. http://dx.doi.org/10.4028/www.scientific.net/amr.1016.267.

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Classroom speech intelligibility has become one of the main concerns in schools and other learning institutions development nowadays. This is because the qualities of student’s perceptions towards teacher are essentials in learning development. Measures have been introduced by the acoustical association to tackle the speech intelligibility problems in the classroom such as room renovations. Room’s acoustics standards have been introduced in several countries but still the questions on whether the standards fits on every classroom in different countries are still arise. Studies have also shown that most of the researches that have been conducted were only focusing on the conventional type classroom which depends only on the teacher’s vocal power. This paper will formulate the measurement protocol on measuring the speech intelligibility in the sound reinforced (multiple speaker) classroom. Finally it was found that the speech intelligibility in the sound reinforced classroom is better than the conventional classroom by using Linear Discriminant Analysis.

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Winsler, Adam, and Rafael M. Diaz. "Private Speech in the Classroom: The Effects of Activity Type, Presence of Others, Classroom Context, and Mixed-age Grouping." International Journal of Behavioral Development 18, no. 3 (September 1995): 463–87. http://dx.doi.org/10.1177/016502549501800305.

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This study addressed the question of how young children's spontaneous use of private speech in the kindergarten classroom varies as a function of contextual variables, such as type of activity, immediate presence of others, degree of teacher-given structure, and classroom age composition. Twenty children from two classrooms (one mixed-age, one same-age) were systematically observed in their regular kindergarten classroom during a period of four weeks, using a time-sampling procedure. Results from ANOVA, chi-square, and logistic regression analyses indicated that young children's use of private speech does vary systematically according to the immediate physical and social context. More specifically, children were found to use more self-regulatory language when they were: (1) engaged in goal-directed task activity, as compared to free play or other activities; (2) in a classroom context which provided an intermediate degree of teacher regulation, compared to contexts in which either very little or a great deal of external structure was present; and (3) with their younger classmates, compared to either their same-age or older peers. No differences in overall private speech usage were found between the mixed-age and same-age classes. Frequency of private speech did not vary significantly depending on whether children were alone, with other children, or with adults. Classroom contexts vary in the degree to which they promote self-direction. This study suggests that if one is interested in fostering young children's development of self-regulation or in observing children's use of private speech, the optimum context is one which provides an intermediate amount of structure and allows children to spontaneously engage in challenging goal-directed activity.

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Nungesser, Nicole R., and Ruth V. Watkins. "Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior." Language, Speech, and Hearing Services in Schools 36, no. 2 (April 2005): 139–51. http://dx.doi.org/10.1044/0161-1461(2005/013).

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Awareness of issues of social competence and challenging behavior related to childhood language and communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers’ perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist’s instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.

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Shield, Bridget M., and Julie E. Dockrell. "The Effects of Noise on Children at School: A Review." Building Acoustics 10, no. 2 (June 2003): 97–116. http://dx.doi.org/10.1260/135101003768965960.

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This paper reviews research on issues relating to the effects of noise on children at school. Areas covered include factors affecting speech intelligibility in the classroom; the effects of environmental and classroom noise on children's academic performance; children's annoyance due to noise; and surveys of classroom noise levels. Consistencies and discrepancies between the results of various studies are highlighted. The paper concludes by outlining some current acoustic standards for classrooms.

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Smaldino, Joseph, and Carl Crandell. "Classroom Acoustics." Seminars in Hearing 25, no. 02 (May 27, 2004): 115. http://dx.doi.org/10.1055/s-2004-828662.

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Jerger, James. "Classroom Noise." Journal of the American Academy of Audiology 15, no. 07 (July 2004): i. http://dx.doi.org/10.1055/s-0040-1715706.

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Rosenberg, Gail. "Classroom Acoustics." Seminars in Hearing 31, no. 03 (August 2010): 188–202. http://dx.doi.org/10.1055/s-0030-1262325.

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Anderson, Karen L., and Howard Goldstein. "Speech Perception Benefits of FM and Infrared Devices to Children With Hearing Aids in a Typical Classroom." Language, Speech, and Hearing Services in Schools 35, no. 2 (April 2004): 169–84. http://dx.doi.org/10.1044/0161-1461(2004/017).

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Children typically learn in classroom environments that have background noise and reverberation that interfere with accurate speech perception. Amplification technology can enhance the speech perception of students who are hard of hearing.Purpose:This study used a single-subject alternating treatments design to compare the speech recognition abilities of children who are hard of hearing when they were using hearing aids with each of three frequency modulated (FM) or infrared devices.Method:Eight 9–12-year-olds with mild to severe hearing loss repeated Hearing in Noise Test (HINT) sentence lists under controlled conditions in a typical kindergarten classroom with a background noise level of +10 dB signal-to-noise (S/N) ratio and 1.1 s reverberation time. Participants listened to HINT lists using hearing aids alone and hearing aids in combination with three types of S/N-enhancing devices that are currently used in mainstream classrooms: (a) FM systems linked to personal hearing aids, (b) infrared sound field systems with speakers placed throughout the classroom, and (c) desktop personal sound field FM systems.Results:The infrared ceiling sound field system did not provide benefit beyond that provided by hearing aids alone. Desktop and personal FM systems in combination with personal hearing aids provided substantial improvements in speech recognition.Clinical Implications:This information can assist in making S/N-enhancing device decisions for students using hearing aids. In a reverberant and noisy classroom setting, classroom sound field devices are not beneficial to speech perception for students with hearing aids, whereas either personal FM or desktop sound field systems provide listening benefits.

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Strope, John L. "Academic Freedom: In Our Minds, the Legal Myth Dies Slowly!" NASSP Bulletin 83, no. 610 (November 1999): 14–21. http://dx.doi.org/10.1177/019263659908361003.

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For public school teachers freedom of speech, protected under the First Amendment to the U.S. Constitution, protects speech in two settings, outside the classroom and inside the classroom. This article focuses on freedom of speech in the classroom—that form of speech most often called academic freedom. Academic freedom concerns what is taught and/or how it is taught.

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Whitlock, James A. T., and George Dodd. "Speech Intelligibility in Classrooms: Specific Acoustical Needs for Primary School Children." Building Acoustics 15, no. 1 (January 2008): 35–47. http://dx.doi.org/10.1260/135101008784050223.

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Classrooms for primary school children should be built to criteria based on children's speech intelligibility needs which in some respects – e.g. reverberation time – differ markedly from the traditional criteria for adults. To further identify why the needs of children and adults for speech perception are so different we have measured the ‘integration time’ of speech for adults and children using a novel technique to obviate the complicating effects of differing language. The results for children are significantly different than for adults (35 ms c.f. 50 ms) and recommendations for classroom design based on the children's requirements have been made. When groups of children engage in ‘co-operative learning’ activities in the classroom, the “cafe effect” produces a rising activity noise level. We suggest the Lombard Effect is responsible for this. Measurements show children are more susceptible to the effect and we have developed a prediction model for activity noise in a classroom.

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Gonzalez Villasanti, Hugo, Laura M. Justice, Leidy Johana Chaparro-Moreno, Tzu-Jung Lin, and Kelly Purtell. "Automatized analysis of children’s exposure to child-directed speech in reschool settings: Validation and application." PLOS ONE 15, no. 11 (November 25, 2020): e0242511. http://dx.doi.org/10.1371/journal.pone.0242511.

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The present study explored whether a tool for automatic detection and recognition of interactions and child-directed speech (CDS) in preschool classrooms could be developed, validated, and applied to non-coded video recordings representing children’s classroom experiences. Using first-person video recordings collected by 13 preschool children during a morning in their classrooms, we extracted high-level audiovisual features from recordings using automatic speech recognition and computer vision services from a cloud computing provider. Using manual coding for interactions and transcriptions of CDS as reference, we trained and tested supervised classifiers and linear mappings to measure five variables of interest. We show that the supervised classifiers trained with speech activity, proximity, and high-level facial features achieve adequate accuracy in detecting interactions. Furthermore, in combination with an automatic speech recognition service, the supervised classifier achieved error rates for CDS measures that are in line with other open-source automatic decoding tools in early childhood settings. Finally, we demonstrate our tool’s applicability by using it to automatically code and transcribe children’s interactions and CDS exposure vertically within a classroom day (morning to afternoon) and horizontally over time (fall to winter). Developing and scaling tools for automatized capture of children’s interactions with others in the preschool classroom, as well as exposure to CDS, may revolutionize scientific efforts to identify precise mechanisms that foster young children’s language development.

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Peng, Jianxin, and Shengju Wu. "Chinese speech intelligibility of children in noisy and reverberant environments." Indoor and Built Environment 27, no. 10 (August 7, 2017): 1357–63. http://dx.doi.org/10.1177/1420326x17716236.

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Reverberation time and signal-to-noise ratio in classrooms are critical factors to speech intelligibility. In this study, the combined effect of reverberation time and signal-to-noise ratio on Chinese speech intelligibility of children was investigated in 28 elementary school classrooms in China. The results show that Chinese speech intelligibility scores increase with an increase of signal-to-noise ratio and the age of children, and decrease with an increase of reverberation time in classrooms. Younger children require higher signal-to-noise ratio and shorter reverberation time than older children to understand the speech. The A-weighted signal-to-noise ratio combined with a wide range of reverberation time can be used to predict speech intelligibility score and serve as a criterion for classroom design for elementary schools.

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Soto, Gloria, Eve Müller, Pam Hunt, and Lori Goetz. "Professional Skills for Serving Students Who Use AAC in General Education Classrooms." Language, Speech, and Hearing Services in Schools 32, no. 1 (January 2001): 51–56. http://dx.doi.org/10.1044/0161-1461(2001/005).

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The roles of school-based professionals serving students with augmentative and alternative communication (AAC) needs are changing in light of the inclusion movement. Focus group research methodology was used to investigate professional skills regarded by educational team members as necessary to support students who used AAC in general education classrooms. Educational teams consisted of speech-language pathologists, classroom teachers, inclusion support teachers, instructional assistants, and parents. All valued the ability to work collaboratively, provide access to the core curriculum, cultivate social supports, maintain and operate the AAC system, and create classroom structures to educate heterogeneous groups of students. Implications are discussed for AAC service delivery and the professional preparation of speech-language pathologists serving as members of AAC teams in inclusive classrooms.

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WINSLER, ADAM, MARTHA P. CARLTON, and MARYANN J. BARRY. "Age-related changes in preschool children's systematic use of private speech in a natural setting." Journal of Child Language 27, no. 3 (October 2000): 665–87. http://dx.doi.org/10.1017/s0305000900004402.

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This study set out to explore the contexts in which preschool children use private speech, or self-talk, in the naturalistic setting of the preschool classroom, and age-related changes in the contexts in which preschoolers talk to themselves. A total of 2752 naturalistic observations of fourteen three-year-old and fourteen four-year-old children were conducted using a time-sampling procedure in two preschool classrooms over the course of one semester. Results from logistic regression analyses revealed that both age groups were (a) more likely to use private speech during the self-selected activity classroom context as opposed to both large group and outside free play classroom contexts, and (b) most likely to talk to themselves when alone, next likely in the presence of peers, and least likely when in the presence of a teacher. Although the probability of private speech among three-year-old children did not vary as a function of the child's immediate activity, four-year-old children's private speech was more likely to occur during sustained and focused goal-directed activity as opposed to rapidly-changing and non goal-directed activity. The findings suggest that private speech appears systematically in young children and that, in several ways, four-year-old children use private speech more selectively than three-year-olds.

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Mogas Recalde, Jordi, Ramon Palau, and Marian Márquez. "How classroom acoustics influence students and teachers: A systematic literature review." Journal of Technology and Science Education 11, no. 2 (April 27, 2021): 245. http://dx.doi.org/10.3926/jotse.1098.

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Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.

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Kleeck, Anne van, Ronald B. Gillam, and Teresa U. McFadden. "A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders." American Journal of Speech-Language Pathology 7, no. 3 (August 1998): 65–76. http://dx.doi.org/10.1044/1058-0360.0703.65.

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Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.

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Suyitno, Imam, Martutik Martutik, Wevi Lutfitasari, and Heni Dwi Arista. "TEACHERS’ SPEECH TO STIMULATE STUDENTS IN LEARNING INTERACTION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 14, no. 1 (April 15, 2021): 69. http://dx.doi.org/10.26858/retorika.v14i1.19055.

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Many learning theories and studies on classroom discourse explain that teachers’ speech has an important role in determining student learning success. The teachers’ speech in teaching-learning interactions influences the activity and comfort of students’ learning. This study aimed to describe how the teachers’ speech stimulates students in learning interaction. This study used a qualitative approach to the type of classroom research. Participants in this study were 4 teachers who taught Indonesian, Mathematics, Science, and English at Mts. Islamiyah. Data of the study were the teachers’ speech and its context of stimulating students in learning interaction. The data collected through classroom observations and recording of teachers’ speech and the context of the speech. By qualitative analysis, this study found that the teachers’ speech at the beginning of learning, in the learning process, and at the end of learning has various types and functions depending on the speech context underlying the speech events in the classroom interaction. The speech context includes students as audiences, speech functions, learning material as speech topics, learning interactions as speech situations. The use of teachers’ speech was a learning strategy conducted by teachers to stimulate students motivated for learning.

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Iglehart, Frank. "Speech Perception in Classroom Acoustics by Children With Hearing Loss and Wearing Hearing Aids." American Journal of Audiology 29, no. 1 (March 5, 2020): 6–17. http://dx.doi.org/10.1044/2019_aja-19-0010.

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Purpose The classroom acoustic standard ANSI/ASA S12.60-2010/Part 1 requires a reverberation time (RT) for children with hearing impairment of 0.3 s, shorter than its requirement of 0.6 s for children with typical hearing. While preliminary data from conference proceedings support this new RT requirement of 0.3 s, peer-reviewed data that support 0.3-s RT are not available on those wearing hearing aids. To help address this, this article compares speech perception performance by children with hearing aids in RTs, including those specified in the ANSI/ASA-2010 standard. A related clinical issue is whether assessments of speech perception conducted in near-anechoic sound booths, which may overestimate performance in reverberant classrooms, may now provide a more reliable estimate when the child is in a classroom with a short RT of 0.3 s. To address this, this study compared speech perception by children with hearing aids in a sound booth to listening in 0.3-s RT. Method Participants listened in classroom RTs of 0.3, 0.6, and 0.9 s and in a near-anechoic sound booth. All conditions also included a 21-dB range of speech-to-noise ratios (SNRs) to further represent classroom listening environments. Performance measures using the Bamford–Kowal–Bench Speech-in-Noise (BKB-SIN) test were 50% correct word recognition across these acoustic conditions, with supplementary analyses of percent correct. Results Each reduction in RT from 0.9 to 0.6 to 0.3 s significantly benefited the children's perception of speech. Scores obtained in a sound booth were significantly better than those measured in 0.3-s RT. Conclusion These results support the acoustic standard of 0.3-s RT for children with hearing impairment in learning spaces ≤ 283 m 3 , as specified in ANSI/ASA S12.60-2010/Part 1. Additionally, speech perception testing in a sound booth did not predict accurately listening ability in a classroom with 0.3-s RT. Supplemental Material https://doi.org/10.23641/asha.11356487

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Gita Swari, Sarasvati, Dewa Komang Tantra, and Ni Putu Astiti Pratiwi. "Classroom Communication in Early Childhood Education." Journal of Education Research and Evaluation 4, no. 4 (November 9, 2020): 328. http://dx.doi.org/10.23887/jere.v4i3.27097.

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This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children. The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.

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Hodgson, Murray. "Empirical Prediction of Speech Levels and Reverberation in Classrooms." Building Acoustics 8, no. 1 (March 2001): 1–14. http://dx.doi.org/10.1260/1351010011501696.

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This paper discusses the development of empirical models for predicting total A-weighted speech levels and 1-kHz early-decay times in classrooms in an arbitrary state of occupancy. These are the two main quantities that affect speech intelligibility in classrooms. Three models for predicting early-decay time were developed. One was based on determining the contributions of various surface features to the average classroom-surface absorption coefficients. The other models, and those for predicting speech levels, were developed using multi-variable linear-regression techniques, and data previously measured in university classrooms or predicted empirically. By way of evaluation, the models were shown to re-predict the average values of the measured quantities in the original data-set with high accuracy, but they tended to underestimate the variability in the data. Predictions are presented to illustrate the performance of the models in the case of small and large hypothetical classrooms with low and high surface absorption, when unoccupied and occupied. The results are consistent with those measured in real classrooms. In particular, the speech-level model predicts physically-realistic decreases with distance from a speaker to a listener. The experimental data has also been used to determine typical ‘effective’ absorption coefficients for three classroom features – carpeted floors, absorbent ceilings and upholstered seating on carpeted floors – data which indicates the real-world performance that can be expected of these features, which may be useful in other prediction models and, for example, which provides information on the choice of treatments to meet the requirements of standards.

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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.

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Crandell, Carl, Joseph Smaldino, and Brian Kreisman. "Classroom Acoustic Measurements." Seminars in Hearing 25, no. 02 (May 27, 2004): 189–200. http://dx.doi.org/10.1055/s-2004-828669.

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Gustafson, Samantha J., Hilary Davis, Benjamin W. Y. Hornsby, and Fred H. Bess. "Factors Influencing Hearing Aid Use in the Classroom: A Pilot Study." American Journal of Audiology 24, no. 4 (December 2015): 563–68. http://dx.doi.org/10.1044/2015_aja-15-0024.

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PurposeThis pilot study examined factors influencing classroom hearing aid use in school-age children with hearing loss.MethodThe research team visited classrooms of 38 children with mild-to-moderate hearing loss (Grades 1–7) on 2 typical school days, twice per day, to document hearing aid use. In addition, parents reported the number of hours their children used hearing aids at school.ResultsNearly 24% of children were observed not wearing their hearing aids in the classroom on either observation day. Both grade level and degree of hearing loss appeared to affect hearing aid use. Children in Grades 5–7 and those with milder hearing losses were less likely to wear hearing aids. Overall, parents accurately reported classroom hearing aid use; however, those with children in Grades 5–7 were less accurate than those with children in earlier grades.ConclusionsThese preliminary results suggest that children with milder hearing loss and those in Grades 5–7 are at increased risk for reduced hearing aid use in the classroom. Also, parents of school-age children in these later grades are less accurate reporters of classroom hearing aid use compared to parents of children in earlier grades.

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Griffiths, Roger. "Language Classroom Speech Rates: A Descriptive Study." TESOL Quarterly 25, no. 1 (1991): 189. http://dx.doi.org/10.2307/3587050.

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Bradley, John. "Speech intelligibility in simulated classroom sound fields." Journal of the Acoustical Society of America 105, no. 2 (February 1999): 1259–60. http://dx.doi.org/10.1121/1.426030.

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Nakane, Ikuko. "Negotiating silence and speech in the classroom." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 24, no. 1-2 (January 1, 2005): 75–100. http://dx.doi.org/10.1515/mult.24.1-2.75.

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Nakane, Ikuko. "Negotiating silence and speech in the classroom." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 24, no. 1part2 (May 2005): 75–100. http://dx.doi.org/10.1515/mult.24.1part2.75.

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Subramaniam, Nithya, and K. Ramamurthy. "Effect of mode of delivery and background noise on speech characteristics of talkers in a classroom environment." Building Acoustics 27, no. 2 (December 25, 2019): 113–35. http://dx.doi.org/10.1177/1351010x19896346.

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Global and acoustic–phonetic correlates of speech intelligibility are important measures of talker intelligibility. Speech characteristics have been evaluated using speech samples that involve reading pre-administered passages under controlled environments. In classrooms, lecturing is the mode of speech delivery. The presence of noise from ceiling fans and other external noise hinder the speech communication process. This study evaluated the talkers’ speech characteristics utilizing recordings from graduate students under reading and lecturing modes and in the presence and absence of noise generated by ceiling fans. The acoustical conditions under which talkers delivered their speech were characterized using octave band U50 values. Global and acoustic–phonetic correlates of talker intelligibility were measured and the variation in correlates of speech intelligibility was statistically analyzed. The results revealed that talkers significantly modified their speech characteristics relevant to intelligibility across modes of speech delivery and in the presence of noise. Fundamental frequency measures such as F0-mean and F0-SD and durational measures such as speech and pause rates were all found to be higher for lecture mode of delivery. Talkers showed similar vowel-articulatory changes under the two modes of delivery. When lecturing in the presence of noise, talkers significantly reduced the length of pauses and also utilized a combination of vowel-articulatory strategies to overcome the presence of noise. The results suggest the need to investigate talkers’ speech adaptation in real classroom environments in terms of correlates of speech intelligibility and to reconsider classroom acoustical guidelines in view of both listener and talker intelligibilities.

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Journal articles on the topic 'Classroom speech'

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