Panasonic WX-LA20 Using Manual
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Using sound-field systems to teachphonemic awareness to pre-schoolers(Summary)Kate Kemp Biley, Carol Flexer, Cheryl Harkema, Alyssa Hinkley, John HolcombThe Hearing Journal, Vol. 55, No. 3, pp. 38-44 March, 2002Improving reading scores of American students is a high priority for educators.This study was conducted to see whether sound-field amplification would reduceidentified at-risk pre-school readers. Because the basic skills of reading includephonological and phonemic awareness (skills involving sound), it seemedlogical that enhancing the sound in the classroom would improve thedevelopment of reading scores.Details of the StudyThe study included three separate classrooms (groups) which lasted for one yearbeginning at the second semester in pre-school and continuing through the endof the first semester of kindergarten. Students took the Yopp-Singer Test at thebeginning 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 phonemicawareness activities. In addition, Group C attended two additional in-servicesessions covering acoustic accessibility and classroom amplification systems.Two Audio Enhancement Ultimate Infrared systems were installed. Teacherswore wireless microphones transmitted to four loudspeakers. Also, eachclassroom had pass-around microphones for the children. All teachers receivedinstruction about the use of the technology.ResultsReading scores generally rise when phonological and phonemic training iscombined with sound-field amplification. Only 17% of Group A scored above themean for the second administration of the Yopp-Singer Test whereas 78% ofContinued… |
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