Speech-in-noise recognition as a predictor of academic achievement

Abstract

Background The capacity to listen effectively greatly influences learning. Speech understanding in noise, a crucial element of listening, involves the ability to comprehend and interpret speech despite surrounding auditory distractions or background noise. While numerous studies have examined the effect of noise on academic success, there is a noticeable lack of research focusing on how a student’s skill in understanding speech amidst noise connects to their unique educational achievements and overall learning journey. This study explores the relationship between listening ability and educational achievement. Design 108 primary school aged children; 55 from Grade 3 (mean age of 8 years 9 months) and 53 from Grade 5 (mean age of 10 years 7 months) participated in this study. Children completed both a listening skills assessment, using the Sound Scouts platform and the National Assessment Program - Literacy and Numeracy (NAPLAN). Interactions between results were explored. Results A significant interaction between speech-in-noise ability and reading was seen in the combined cohort. When exploring interactions between variables within year levels, significant correlations between literacy (reading, grammar/punctuation, writing and spelling) outcomes, but not numeracy, were found in the Grade 3 children. No significant interaction between listening skills and academic achievement were observed in the Grade 5 cohort. Summary The link between speech-in noise ability and literacy development provides insight into overlapping processes in both skills and their developmental trajectories. This highlights the importance of identifying not only the role that noise itself plays in learning, but the skills that support the ability to manage classroom listening environments. This research has implications for early hearing screening programs, teaching approaches, and interventions focused on enhancing the learning environment for all students.