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Loudness and Intelligibility of Irrelevant Background Speech Differentially Hinder Children's Short Story Reading.

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Title: Loudness and Intelligibility of Irrelevant Background Speech Differentially Hinder Children's Short Story Reading.
Authors: Guerra, Giada1,2,3 (AUTHOR) gguerr05@mail.bbk.ac.uk, Tijms, Jurgen3,4 (AUTHOR), Vaessen, Anniek3 (AUTHOR), Tierney, Adam2 (AUTHOR), Dick, Frederic2,5 (AUTHOR), Bonte, Milene1 (AUTHOR)
Source: Mind, Brain & Education. Feb2021, Vol. 15 Issue 1, p77-87. 11p. 3 Charts, 4 Graphs.
Subject Terms: *Children's stories, *School children, *Reading comprehension, *Reading, Loudness
Abstract: Reading skills are usually assessed in silent conditions, but children often experience noisy educational settings. Effects of auditory distraction on children's reading skills remain relatively unexplored. The present study investigates the influence of two features of background speech—intelligibility and loudness—on children's reading speed and comprehension. Sixty‐three 8‐to‐10‐year‐old elementary school children performed a reading task in the context of single‐talker background speech. Background speech was either intelligible or unintelligible and presented at low (45–50 dB SPL) or moderate (65–72 dB SPL) sound intensity (here termed "loudness"). Results showed a differential effect of intelligibility and loudness, respectively affecting children's comprehension and reading speed. In addition, the intelligibility effect was larger in children with lower interference control, as assessed with an auditory Stroop task. Our findings provide evidence for the influence of different properties of background speech on children's text reading with implications for reading in everyday classroom environments. Lay Summary Children often read in noisy environments, but we know little about how background chatter might affect their reading. Here, we found that 8–10‐year‐old children read stories more slowly with louder background speech. The children also understood less about a story if the background voice was speaking in their own language—especially those who, in a different task, were less able to ignore irrelevant but attention‐grabbing information. This suggests background speech differentially affects beginning readers. Lay abstract: Children often read in noisy environments, but we know little about how background chatter might affect their reading. Here, we found that 8‐10‐year‐old children read stories more slowly with louder background speech. The children also understood less about a story if the background voice was speaking in their own language ‐ especially those who, in a different task, were less able to ignore irrelevant but attention‐grabbing information. This suggests background speech differentially affects beginning readers. [ABSTRACT FROM AUTHOR]
Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Loudness and Intelligibility of Irrelevant Background Speech Differentially Hinder Children's Short Story Reading.
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  Data: <searchLink fieldCode="AR" term="%22Guerra%2C+Giada%22">Guerra, Giada</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR)<i> gguerr05@mail.bbk.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Tijms%2C+Jurgen%22">Tijms, Jurgen</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vaessen%2C+Anniek%22">Vaessen, Anniek</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tierney%2C+Adam%22">Tierney, Adam</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dick%2C+Frederic%22">Dick, Frederic</searchLink><relatesTo>2,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bonte%2C+Milene%22">Bonte, Milene</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Mind%2C+Brain+%26+Education%22">Mind, Brain & Education</searchLink>. Feb2021, Vol. 15 Issue 1, p77-87. 11p. 3 Charts, 4 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Children's+stories%22">Children's stories</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Loudness%22">Loudness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reading skills are usually assessed in silent conditions, but children often experience noisy educational settings. Effects of auditory distraction on children's reading skills remain relatively unexplored. The present study investigates the influence of two features of background speech—intelligibility and loudness—on children's reading speed and comprehension. Sixty‐three 8‐to‐10‐year‐old elementary school children performed a reading task in the context of single‐talker background speech. Background speech was either intelligible or unintelligible and presented at low (45–50 dB SPL) or moderate (65–72 dB SPL) sound intensity (here termed "loudness"). Results showed a differential effect of intelligibility and loudness, respectively affecting children's comprehension and reading speed. In addition, the intelligibility effect was larger in children with lower interference control, as assessed with an auditory Stroop task. Our findings provide evidence for the influence of different properties of background speech on children's text reading with implications for reading in everyday classroom environments. Lay Summary Children often read in noisy environments, but we know little about how background chatter might affect their reading. Here, we found that 8–10‐year‐old children read stories more slowly with louder background speech. The children also understood less about a story if the background voice was speaking in their own language—especially those who, in a different task, were less able to ignore irrelevant but attention‐grabbing information. This suggests background speech differentially affects beginning readers. Lay abstract: Children often read in noisy environments, but we know little about how background chatter might affect their reading. Here, we found that 8‐10‐year‐old children read stories more slowly with louder background speech. The children also understood less about a story if the background voice was speaking in their own language ‐ especially those who, in a different task, were less able to ignore irrelevant but attention‐grabbing information. This suggests background speech differentially affects beginning readers. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/mbe.12264
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        Text: English
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        Type: general
      – SubjectFull: School children
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      – SubjectFull: Reading comprehension
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      – SubjectFull: Reading
        Type: general
      – SubjectFull: Loudness
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    Titles:
      – TitleFull: Loudness and Intelligibility of Irrelevant Background Speech Differentially Hinder Children's Short Story Reading.
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              Text: Feb2021
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              Y: 2021
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