PURPOSE The purpose of this project is to assess the acoustical conditions in which optimal intelligibility and low listening difficulty can be achieved in real classrooms for elementary students, taking into consideration the effects of dysphonic voice and typical classroom noise. METHOD Speech intelligibility tests were performed in six elementary classrooms with 80 normal-hearing students aged 7-11 years. The speech material was produced by a female actor using a normal voice quality and simulating a dysphonic voice. The stimuli were played by a Head and Torso Simulator. Child babble noise and classrooms with different reverberation times were used to obtain a Speech Transmission Index (STI) range from 0.2 to 0.7, corresponding to the categories bad, poor, fair, and good. RESULTS The results showed a statistically significant decrease in intelligibility when the speaker was dysphonic, in STI higher than 0.33. The rating of listening difficulty showed a significantly greater difficulty in perceiving the dysphonic voice. In addition, younger children showed poorer performance and greater listening difficulty compared with older children when listening to the normal voice quality. Both groups were equally impacted when the voice was dysphonic. CONCLUSIONS The results suggested that better acoustic conditions are needed for children to reach a good level of intelligibility and to reduce listening difficulty if the teacher is suffering from voice problems. This was true for children regardless of grade level, highlighting the importance of ensuring more favorable acoustic conditions for children throughout all elementary schools. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23504487.

中文翻译：

---

当教师患有语音障碍时，课堂声学可增强学生的理解。

目的该项目的目的是评估小学生在真实教室中实现最佳清晰度和低听力难度的声学条件，同时考虑到语音障碍和典型教室噪音的影响。方法 在 6 个小学教室对 80 名 7-11 岁听力正常的学生进行了言语清晰度测试。演讲材料由一位女演员使用正常音质并模拟发音困难的声音制作。刺激由头部和躯干模拟器播放。利用儿童牙牙学语噪音和不同混响时间的教室来获得语音传输指数 (STI)，范围为 0.2 至 0.7，对应于差、差、一般和好类别。结果 结果显示，当说话者发声困难时，清晰度会显着下降，STI 高于 0.33。听力困难的评级显示，感知发音困难的声音的难度明显更大。此外，与年龄较大的孩子相比，年龄较小的孩子在听正常语音质量时表现较差，听力困难较大。当声音发声困难时，两组人都会受到同样的影响。结论 结果表明，如果教师患有语音问题，儿童需要更好的声学条件才能达到良好的清晰度并减少听力困难。对于无论年级如何的儿童来说都是如此，这凸显了确保所有小学为儿童提供更有利的声学条件的重要性。补充材料 https://doi.org/10.23641/asha.23504487。