2019
DOI: 10.1590/2317-1782/20182017241
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Abstract: Purpose This study investigated the effects of two levels of noise on the performance of young students of three educational levels and tested their ability to maintain attentional focus in reading and writing tasks. Methods 162 school children in the third, fourth and fifth grades were placed in three groups according to their educational level: Control Group (CG), Experimental Group A (GEA) and Experimental Group B (GEB). All groups were submitted to a Sustained Attention Test, Reading Assessment and Isolat… Show more

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Cited by 8 publications
(8 citation statements)
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“…Ljung et al 30 found that children’s reading speed was slower when played traffic noise, but not irrelevant speech, both played with approximate average noise levels of 66 dB compared to a silent condition. Fernandes et al 31 found that children in Grade 3 and Grade 5 had longer reading durations when exposed to noise 40 dB above the environmental noise in the classroom, however, children in Grade 4 had shorter durations. Guerra et al 32 found that children’s reading speed was significantly slower when distracting speech was played at a louder intensity of 65–72 dB SPL compared to 45–50 dB SPL.…”
Section: Resultsmentioning
confidence: 99%
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“…Ljung et al 30 found that children’s reading speed was slower when played traffic noise, but not irrelevant speech, both played with approximate average noise levels of 66 dB compared to a silent condition. Fernandes et al 31 found that children in Grade 3 and Grade 5 had longer reading durations when exposed to noise 40 dB above the environmental noise in the classroom, however, children in Grade 4 had shorter durations. Guerra et al 32 found that children’s reading speed was significantly slower when distracting speech was played at a louder intensity of 65–72 dB SPL compared to 45–50 dB SPL.…”
Section: Resultsmentioning
confidence: 99%
“…62 dBA) and segments from an intelligible conversation matching the dBA-against-time history of the road traffic noise. Fernandes et al 31 assessed reading and spelling for children in a controlled group with only the environmental noise, a group exposed to the environmental noise plus 20 dB of noise above it, and a group exposed to the environmental noise plus 40 dB of noise above it played through loudspeakers. The type of noise used and the starting environmental noise level were not specified.…”
Section: Resultsmentioning
confidence: 99%
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