Classroom Acoustics The effects of noise and reverberation in the classroom on academic performance and psychosocial development on students as well as teacher performance have been well documented (Bronzaft & McCarthy, 1975; Crandell & Smaldino, 2000; Lukas, Dupree, & Swing, 1981; Evans & Maxwell, 1997; Lubman, 1997). Poor acoustic environment is ... Article
Article  |   December 01, 2007
Classroom Acoustics
Author Affiliations & Notes
  • Sharon Beamer
    Audiology Professional Practices, ASHA, Rockville, MD
Article Information
Hearing & Speech Perception / Acoustics / School-Based Settings / Articles
Article   |   December 01, 2007
Classroom Acoustics
SIG 16 Perspectives on School-Based Issues, December 2007, Vol. 8, 5-8. doi:10.1044/sbi8.4.5
SIG 16 Perspectives on School-Based Issues, December 2007, Vol. 8, 5-8. doi:10.1044/sbi8.4.5
The effects of noise and reverberation in the classroom on academic performance and psychosocial development on students as well as teacher performance have been well documented (Bronzaft & McCarthy, 1975; Crandell & Smaldino, 2000; Lukas, Dupree, & Swing, 1981; Evans & Maxwell, 1997; Lubman, 1997). Poor acoustic environment is detrimental on learning for all children, but children with hearing loss or history of recurrent otitis media are particularly vulnerable to the deleterious effects of poor classroom acoustics (Lubman, 1997). Also at risk for experiencing difficulties listening in a poor acoustic environment are children with auditory processing disorders, attention deficit hyperactivity disorder, and those learning English as a second language (Crandell & Smaldino, 1996). In addition, the youngest children in school are even more susceptible to the effects of noise (Jamieson, Kranjc, Yu, & Hodgetts, 2004) and, unfortunately, tend to be in the noisiest classrooms (Picard & Bradley, 2001).
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