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British Educational Research Journal Volume 23, 1997 - Issue 1
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Original Articles

Sound Field Amplification and Listening Behaviour in the Classroom

Eileen McSporran Centre for Audiology, Education of the Deaf and Speech Pathology, University of Manchester
,
Yvonne Butterworth Centre for Audiology, Education of the Deaf and Speech Pathology, University of Manchester
&
Vivienne J. Rowson Centre for Audiology, Education of the Deaf and Speech Pathology, University of Manchester
Pages 81-96 | Published online: 05 Jul 2006

Citations (15)

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Read on this site (4)

Stu Ryan & Lisa Lucks Mendel. (2010) Acoustics in physical education settings: the learning roadblock. Physical Education and Sport Pedagogy 15:1, pages 71-83.
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Suzanne C. Purdy, Jennifer L. Smart, Melissa Baily & Mridula Sharma. (2009) Do children with reading delay benefit from the use of personal FM systems in the classroom?. International Journal of Audiology 48:12, pages 843-852.
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Pamela Woolner, Elaine Hall, Steve Higgins, Caroline McCaughey & Kate Wall. (2007) A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education 33:1, pages 47-70.
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Eileen McSporran. (1997) Towards Better Listening and Learning in the Classroom. Educational Review 49:1, pages 13-20.
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Articles from other publishers (11)

Kristyna Gabova, Jana Furstova & Peter Tavel. (2023) Wireless microphones for students who are deaf and hard of hearing: Czech teachers' perspective. Journal of Research in Special Educational Needs.
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Kiri Mealings. (2022) A Review of the Effect of Classroom Sound-Field Amplification on Children in Primary School. American Journal of Audiology 31:2, pages 470-486.
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Domenico De Salvio & Dario D’Orazio. (2022) Effectiveness of acoustic treatments and PA redesign by means of student activity and speech levels. Applied Acoustics 194, pages 108783.
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Wayne J Wilson, Keely Harper-Hill, Rebecca Armstrong, Cerys Downing, Kelsey Perrykkad, Mary Rafter & Jill Ashburner. (2021) A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without Autism Spectrum Disorder. Journal of Communication Disorders 93, pages 106142.
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Heleen Bourdeaud'hui, Koen Aesaert, Hilde Van Keer & Johan van Braak. (2018) Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review. Educational Research Review 25, pages 86-99.
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Michael Gallagher, Jonathan Prior, Martin Needham & Rachel Holmes. (2017) Listening differently: A pedagogy for expanded listening. British Educational Research Journal 43:6, pages 1246-1265.
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Mohan Kumar Kalaiah. (2015) Relation between Phonological Processing, Auditory Processing and Speech Perception among Bilingual Poor Readers. Journal of Audiology and Otology 19:3, pages 125-131.
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Wayne J. Wilson, Julie Marinac, Kathryn Pitty & Carolyn Burrows. (2011) The Use of Sound-Field Amplification Devices in Different Types of Classrooms. Language, Speech, and Hearing Services in Schools 42:4, pages 395-407.
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Pamela Woolner & Elaine Hall. (2010) Noise in Schools: A Holistic Approach to the Issue. International Journal of Environmental Research and Public Health 7:8, pages 3255-3269.
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John W. Maag & Jean M. Anderson. (2017) Sound-Field Amplification to Increase Compliance to Directions in Students with ADHD. Behavioral Disorders 32:4, pages 238-253.
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John W. Maag & Jean M. Anderson. (2017) Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders. Behavioral Disorders 31:4, pages 378-393.
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