As validated by the U.S. Department Of Education
Measurable Classroom Amplification Results
The U.S. Dept. of Education has been involved in the research, validation and practical application of elementary classroom sound-field FM amplification from the beginning. Their most recent findings, as also acclaimed by participating principals and teachers (as well as by school speech/language pathologists and school audiologists) follows:
- Immediate (First Days/Week):
- The quality of teaching is noticeably enhanced as each child responds openly throughout the day to clear, intelligible instruction, regardless of class size, background noise, seat location, or if a child has mild hearing loss, a common daily occurrence a the elementary level.
- Improves student attention (particularly with A.D.D. students), resulting in easier classroom management, less student distraction, less need to repeat instructions, and higher listening skills test scores.
- Results in less stress for all, and reduces teacher absences due to vocal strain and voice fatigue from a measured 15% to 2-3% in one year.
- Short Range (Several Weeks):
- Overall classroom management is markedly improved, discipline problems are reduced, student on task times are more consistently on schedule, and test-taking time is reduced.
- Increased student motivation, participation, and speaking confidence results from better hearing, increased speech and language growth, and improved voicing capabilities.
- Longer Range (Months/Years):
- Results in improvement in reading and language test scores in the early months, notable for all students at all levels.
- Statistically significant gains are made in overall composite test scores, evident in less than one full school year, and have been maintained in research study periods for up to three years.
- Research has confirmed where early K-6 classroom amplification has been introduced, numbers of students placed in special education referrals has been reduced by up to 43% over five year periods.
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