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
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