title: The use of sound-field amplification devices in different types of classrooms.
abstract: OBJECTIVE
  The purpose of this study was to determine if sound-field amplification (SFA) devices affected student performance in 3 different types of classrooms.
  
  
  METHODS
  The classroom performance of 147 children (77 males, 70 females, ages 8;2 [years;months] ± 5 months) was measured at the beginning and end of the second semester of their third year in 1 of 4 primary schools in Brisbane, Australia. Each school contained 2 participating classrooms, 1 with and 1 without an SFA device.
  
  
  RESULTS
  The SFA devices contributed to small but significant improvements in student listening (p < .01) and auditory analysis (p < .05) skills, but only in the school where the participating classrooms were in a brick building (vs. a demountable building) with neighboring classrooms separated by solid walls (vs. open spaces). The classrooms in this school showed the lowest background noise measures (47-50 dB 1 hr, A weighted) and the second lowest reverberation times (0.87-0.91 s) overall, although these values still exceeded the maximums recommended by American National Standards Institute S12.60-2002 (2002).
  
  
  CONCLUSIONS
  These results suggest that any potential benefits of SFA devices are more likely to be realized in classrooms with better acoustics.
authors: The University of Queensland, Brisbane, Australia. w.wilson@uq.edu.au
authors: Wayne J
authors: WJ
authors: Wilson
authors: Julie
authors: J
authors: Marinac
authors: Kathryn
authors: K
authors: Pitty
authors: Carolyn
authors: C
authors: Burrows