Speech perception in noise in children with learning difficulties: A scoping review

Area of Science:

• Audiology
• Developmental Psychology
• Educational Science

Background:

• Children with learning difficulties (LD) face significant auditory challenges in classrooms, risking academic underachievement.
• Effective speech perception in noise is crucial for learning, communication, and academic success in children.
• Further research is needed to inform audiological and educational interventions for these children.

Purpose of the Study:

• To systematically review and identify published literature on the speech perception in noise abilities of children with learning difficulties.

Main Methods:

• A systematic literature search was conducted across five electronic databases.
• The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed.
• Studies published between 2011 and 2021 focusing on speech perception in noise in children with LDs were included.

Main Results:

• Five studies met the inclusion criteria for this scoping review.
• Children with LDs demonstrated poorer speech perception in noise compared to typically developing children.
• Trisyllabic words were perceived more effectively in noise than shorter words.

Conclusions:

• Children with LDs require higher signal-to-noise ratios to achieve comparable academic outcomes to their typically developing peers.
• Future research should explore the functional impacts of these auditory challenges.
• Findings can guide evidence-based practices and interventions in audiology and education.