Panasonic WX-LT350 Using Sound

Using sound-field systems to teach

phonemic awareness to pre-schoolers

(Summary)

Kate Kemp Biley, Carol Flexer, Cheryl Harkema, Alyssa Hinkley, John Holcomb

The Hearing Journal, Vol. 55, No. 3, pp. 38-44

March, 2002

Improving reading scores of American students is a high priority for educators.

This study was conducted to see whether sound-field amplification would reduce

identified at-risk pre-school readers. Because the basic skills of reading include

phonological and phonemic awareness (skills involving sound), it seemed

logical that enhancing the sound in the classroom would improve the

development of reading scores.

Details of the Study

The study included three separate classrooms (groups) which lasted for one year

beginning at the second semester in pre-school and continuing through the end

of the first semester of kindergarten. Students took the Yopp-Singer Test at the

beginning of the study and then at the end to measure their reading improvement.

Each group received different interventions. Group A received standard pre-

school and kindergarten curriculum. Groups B and C attended additional in-

service sessions instructing them on meaningful phonological and phonemic

awareness activities. In addition, Group C attended two additional in-service

sessions covering acoustic accessibility and classroom amplification systems.

Two Audio Enhancement Ultimate Infrared systems were installed. Teachers

wore wireless microphones transmitted to four loudspeakers. Also, each

classroom had pass-around microphones for the children. All teachers received

instruction about the use of the technology.

Results

Reading scores generally rise when phonological and phonemic training is

combined with sound-field amplification. Only 17% of Group A scored above the

mean for the second administration of the Yopp-Singer Test whereas 78% of

Continued…