Researching Achievement

The following is a summary of sound enhancement efficacy studies demonstrating student improvement in literacy and academic achievement.

Some study references and descriptions below (*) taken from Sound Field Amplification: Applications to Speech Perception and Classroom Acoustics (Second Edition) by Carl C. Crandell, Joseph J. Smaldino, and Carol Flexer. This book is an invaluable resource for anyone researching this topic and highly recommended.

Robyn Massie and Harvey Dillon (2006 Australian Study) The Impact of Sound Field Amplification in Mainstream Cross-Cultural Classrooms: Part 1 Educational Outcomes by as published in the Australian Journal of Education, 50(1):62-77. The aim of this study was to examine the effects of sound-field amplification intervention on the acquisition of specific educational goals for children in mainstream cross-cultural classrooms. Twelve classes of Grade 2 children participated in the project. For classes 1-8, the listening environments were alternated between amplified and unamplified conditions, each condition being for two terms (one semester) of the school year. Beneficial effects of amplification were obtained in all three skill areas of reading, writing and numeracy. These results indicated that sound-field amplification intervention had a similar effect to increasing the length of each semester by an extra one-third.

Classes 9-12 were alternated between single-channel and dual-channel transmission options, each condition being for one semester of the school year. The results indicated using different numbers of microphones did not affect the rate of acquisition of educational outcomes. This study differs from previous studies into the educational advantages of sound-field systems in that the majority of participants were ESL students. 43% of the children came from an ethnic background which was Vietnamese, Samoan, Spanish, or Aboriginal and Torres Strait Islander. A further 18% were from varying ethnic backgrounds including Chinese, Greek and Fijian.

The study also determined that most importantly, teachers must be provided with ongoing support in order to feel confident in their knowledge of strategies for effective use of the equipment.

Boggs & McClanahan (2004) - Anaheim Public Schools, CA: Multiple year study of 3rd and 4th grade student cohorts reported up to 15% gains in reading, math, language and spelling over a 3-year period as measured with Stanford-9.

Clark (2002) - Orange County Public Schools, FL: Studied 6th, 7th, and 8th grade students for three years. Three year historical gains reported improved student achievement across all grades. Ten to 11 percent gains measured by the FCAT.

Loven, Fisk, & Johnson (2003)*: Forty-eight students in two regular education second-grade classes were studied. Three appraisals of academic achievement over a six-month period showed significantly better performance on reading and spelling for students in the amplified classroom but no significant differences for mathematics.

McCarty & Gertel (2003)*: Fifth grade high need students in regular classes were studied. SAT scores improved +12% to +20% for reading, math, language, science, and social studies with a +14% improvement in total test battery in the first year, followed in second year by an average 10% improvement over first-year results. Average gain of 16.25% for the ELL students in sound enhanced rooms.

Flexer, Biley, Hinkley, Harkema, & Holcomb (2002)*: Fifty-three students in three pre-kindergarten and three kindergarten classes were studied. Results revealed a trend toward enhanced development of phonemic awareness skills when phonemic awareness instruction was augmented with SES. The least number of at-risk readers were found in the amplified pre-school and kindergarten classrooms.

Long & Flexer (2001)*: Thirty-seven kindergarten through 5th grade regular education classrooms were studied. Referral rates for special education decreased from 7.72% to 4.6% after 37 classrooms were amplified with sound field technology.

Darai (2000)*: First-grade students (85 experimental, 81 control) in eight regular education classrooms were studied.  Students in amplified classrooms achieved greater literacy gains than control students, particularly bilingual and special education students, on the Informal reading Inventory. Teachers noted positive change on the LIFE due to FM SES.

Howell (1996)*: Fifteen normal-hearing, regular education third graders were studied. Significant improvement was noted in test scores when teacher used sound field FM to present new information.

Schermer (1991)*: First-grade students with normal hearing and minimal hearing loss were studied. Higher reading test scores were attained by students with minimal to mild hearing loss in amplified classrooms, and decreased post test scores were identified for students with known minimal to mild hearing loss in unamplified classrooms.

Flexer (1989, 1992); Osborn, VonderEmbse & Graves (1989) MARRS project*: Kindergarten through third graders in regular education classes were studied.  Students in classes with FM sound field amplification achieved higher scores in listening, vocabulary, math concepts, and math computation on the Iowa Test of Basic Skills, with greater gains made by younger students.

Ray (1992) MARRS Validation*: Fourth-through sixth grade students with minimal hearing loss, and academic deficit were studied.  Students with minimal hearing loss instructed in unamplified classrooms performed academically at an average .4 SD below normal. Students with minimal hearing loss in amplified classrooms performed at or above average.

Sarff (1981) ; Ray, Sarff, & Glassford (1984) MARRS Project*: Fourth-through sixth grade students with minimal hearing loss, academic deficit, and normal learning potential were studied.Students with minimal hearing loss and learning disabilities in amplified classrooms made significant academic gains at a faster rate, to a higher level, and at one-tenth the cost of students in unamplified classrooms and receiving traditional pull-out resource-room intervention.