Abstract:

Numerous investigations [Crandell, Smaldino, and Flexer (1995); Nabelek and Nabelek (1994); Olsen (1998)] have demonstrated that the acoustical environment in a classroom is an important variable contributing to the academic and psychosocial achievement of children. Additional studies have shown that children do not obtain adultlike abilities to perceive speech in noise or reverberation until approximately 15 years of age [Crandell (1992); Elliott (1979); Neuman and Horchberg (1985)]. Despite these data, there is very little literature concerning appropriate classroom acoustics for young children. Acoustical measures of reverberation time, early reverberation time, early-to-late energy ratios, loudness (or relative strength), Alcons, speech transmission index, background noise levels, and signal-to-noise ratios were made across a range of elementary school classrooms to document the acoustical conditions. Speech recognition of children in the rooms was assessed by nonsense syllables and monosyllabic words. Relations among the speech recognition measures, acoustical measurements, and the architectural design features of the classrooms were examined. Observations of teachers' methods and children's behavior were also conducted to analyze the relationships between the acoustical tests and the actual communication processes that occur in daily teaching. Data obtained will be discussed in view of developing appropriate classroom acoustics for elementary school children. [See NOISE-CON Proceedings for full paper.]