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

Abstract

BACKGROUND : Children with learning difficulties (LD) face multiple challenges in classrooms settings while having to meet various auditory demands, such as understanding verbal instructions in the presence of background noise. These challenges pose a risk for academic failure, underachievement, and underemployment. Well-developed skills regarding speech perception in noise promote learning, communication, and academic success. These skills need further investigation to promote evidence-based practice and intervention within the audiological and educational fields. OBJECTIVE : To identify and review published literature on the speech perception in noise abilities of children with LDs. DESOGN : A systematic search strategy was used to identify literature on five electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Literature from 2011 to 2021 reporting on speech perception in noise in children with LDs was included. RESULTS : Of 1295 articles identified, five articles met the inclusion criteria and were included in this scoping review. All studies used comparative study designs to determine the speech perception in noise skills of children with LDs. Results indicated that children with LDs have poorer speech perception in noise skills when compared to typically developing children. Trisyllabic words were better perceived in noise than monosyllabic and disyllabic words. CONCLUSION : Children with LDs require greater signal-to-noise ratios if they are to be given the same academic opportunities as typically developing (TD) children. Future studies can investigate the functional outcomes of children with LDs to promote evidence-based practice and intervention.