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The relationship between auditory figure-ground perception and academic achievement in open area and self-contained classrooms Brown, Cheryl Ann

Abstract

This study was designed to investigate the effects of two different learning environments on the achievement of children who were suspected of having auditory figure-ground perception problems. Comparison of the noise levels in the three open area and three self-contained classrooms used in the study revealed that the open areas were consistently louder than the self-contained classes but the differences were only statistically significant in the mornings. Because of these expected differences in noise level, it was hypothesized that the more difficulty grade one children in open areas had with auditory figure-ground perception as measured by the noise subtest of the Goldman-Fristoe-Woodcock Test of Auditory Discrimination, the lower their achievement scores would be on the Cooperative Primary Tests. This relationship was not expected to be found in grade one children who received their first year of formal instruction in self-contained classrooms. A stepwise multiple regression analysis was used to test this hypothesis with Wide Range Achievement Test scores (administered in the Fall) as covariates and three subtests of the Cooperative Primary Test scores (administered in the Spring) as dependent variables. Although a trend in the expected direction was found, the results were not statistically significant (⍺ = .05). Therefore, it could not be concluded that children with auditory figure-ground perception problems were more appropriately placed in self-contained classrooms.

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