Speech perception in noise in children with learning difficulties: A scoping review.
Background noise
Learning difficulty
Learning disability
Scoping review
Signal-to-noise ratio (SNR)
Speech perception
Journal
International journal of pediatric otorhinolaryngology
ISSN: 1872-8464
Titre abrégé: Int J Pediatr Otorhinolaryngol
Pays: Ireland
ID NLM: 8003603
Informations de publication
Date de publication:
May 2022
May 2022
Historique:
received:
05
12
2021
revised:
10
02
2022
accepted:
10
03
2022
pubmed:
20
3
2022
medline:
27
4
2022
entrez:
19
3
2022
Statut:
ppublish
Résumé
Children with learning difficulties (LD) face multiple challenges in classrooms settings while having to meet various auditory demands, such as understanding verbal instructions in the presence of background noise. These challenges pose a risk for academic failure, underachievement, and underemployment. Well-developed skills regarding speech perception in noise promote learning, communication, and academic success. These skills need further investigation to promote evidence-based practice and intervention within the audiological and educational fields. To identify and review published literature on the speech perception in noise abilities of children with LDs. A systematic search strategy was used to identify literature on five electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Literature from 2011 to 2021 reporting on speech perception in noise in children with LDs was included. Of 1295 articles identified, five articles met the inclusion criteria and were included in this scoping review. All studies used comparative study designs to determine the speech perception in noise skills of children with LDs. Results indicated that children with LDs have poorer speech perception in noise skills when compared to typically developing children. Trisyllabic words were better perceived in noise than monosyllabic and disyllabic words. Children with LDs require greater signal-to-noise ratios if they are to be given the same academic opportunities as typically developing (TD) children. Future studies can investigate the functional outcomes of children with LDs to promote evidence-based practice and intervention.
Sections du résumé
BACKGROUND
BACKGROUND
Children with learning difficulties (LD) face multiple challenges in classrooms settings while having to meet various auditory demands, such as understanding verbal instructions in the presence of background noise. These challenges pose a risk for academic failure, underachievement, and underemployment. Well-developed skills regarding speech perception in noise promote learning, communication, and academic success. These skills need further investigation to promote evidence-based practice and intervention within the audiological and educational fields.
OBJECTIVE
OBJECTIVE
To identify and review published literature on the speech perception in noise abilities of children with LDs.
DESIGN
METHODS
A systematic search strategy was used to identify literature on five electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Literature from 2011 to 2021 reporting on speech perception in noise in children with LDs was included.
RESULTS
RESULTS
Of 1295 articles identified, five articles met the inclusion criteria and were included in this scoping review. All studies used comparative study designs to determine the speech perception in noise skills of children with LDs. Results indicated that children with LDs have poorer speech perception in noise skills when compared to typically developing children. Trisyllabic words were better perceived in noise than monosyllabic and disyllabic words.
CONCLUSION
CONCLUSIONS
Children with LDs require greater signal-to-noise ratios if they are to be given the same academic opportunities as typically developing (TD) children. Future studies can investigate the functional outcomes of children with LDs to promote evidence-based practice and intervention.
Identifiants
pubmed: 35305409
pii: S0165-5876(22)00062-3
doi: 10.1016/j.ijporl.2022.111101
pii:
doi:
Types de publication
Journal Article
Review
Systematic Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
111101Informations de copyright
Copyright © 2022 Elsevier B.V. All rights reserved.