{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,21]],"date-time":"2026-07-21T11:09:24Z","timestamp":1784632164858,"version":"3.55.0"},"reference-count":37,"publisher":"American Speech Language Hearing Association","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSHSS"],"published-print":{"date-parts":[[2020,7,15]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>This study examined classroom listening experiences reported by students who are deaf or hard of hearing using the Listening Inventory For Education\u2013Revised (LIFE-R).<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>Retrospective electronic survey responses from 3,584 school-age participants were analyzed using descriptive statistics to report student perceptions of listening difficulty in various classroom scenarios, including the strategies students used when they did not hear or understand. Stratified data were used to explore potential differences between grades and across degree of hearing loss or type of hearing technology.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>\n              Average student listening appraisal ratings for 15 classroom, school, and social scenarios was 5.7 based on a 10-point Likert scale (0 =\n              <jats:italic>difficult<\/jats:italic>\n              , 10 =\n              <jats:italic>easy<\/jats:italic>\n              ), highlighting listening difficulties encountered during the school day. This finding can be considered in context with the average rating of 7.2 reported from a previous study of students with typical hearing using the LIFE-R. The greatest difficulties were reported when trying to listen when other students in the class were making noise and in hearing the comments of other classmates. Average listening difficulty was greater for respondents in Grades 3\u20136 than those in Grades 7\u201312. Listening difficulty also generally increased relative to degree of hearing loss. When unable to hear, some students took proactive steps to improve their listening access; some reported they did nothing.\n            <\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusions<\/jats:title>\n            <jats:p>Students who are deaf or hard of hearing can face challenges in hearing and understanding throughout the school day. A functional tool to evaluate and monitor student experiences, such as the LIFE-R, can provide information to make necessary and effective adjustments to classroom instruction and the listening environment.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2020_lshss-19-00087","type":"journal-article","created":{"date-parts":[[2020,5,11]],"date-time":"2020-05-11T21:01:36Z","timestamp":1589230896000},"page":"720-733","source":"Crossref","is-referenced-by-count":21,"title":["Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education\u2013Revised"],"prefix":"10.1044","volume":"51","author":[{"given":"Lauri H.","family":"Nelson","sequence":"first","affiliation":[{"name":"Utah State University, Logan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karen","family":"Anderson","sequence":"additional","affiliation":[{"name":"Supporting Success for Children with Hearing Loss, Tampa, FL"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"John","family":"Whicker","sequence":"additional","affiliation":[{"name":"Utah State University, Logan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tyson","family":"Barrett","sequence":"additional","affiliation":[{"name":"Utah State University, Logan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karen","family":"Mu\u00f1oz","sequence":"additional","affiliation":[{"name":"Utah State University, Logan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karl","family":"White","sequence":"additional","affiliation":[{"name":"Utah State University, Logan"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_1_2_1","volume-title":"American national standard acoustical performance criteria, design requirements, and guidelines for schools (ANSI\/ASA S12.60-2010\/Part 1)","author":"American National Standards Institute","year":"2010"},{"key":"e_1_3_1_3_1","unstructured":"American Speech-Language-Hearing Association. (2004). American national standard on classroom acoustics. \nhttp:\/\/www.asha.org\/public\/hearing\/American-National-Standard-on-Classroom-Acoustics\/"},{"key":"e_1_3_1_4_1","unstructured":"American Speech-Language-Hearing Association. (2015). Classroom acoustics. \nhttps:\/\/www.asha.org\/Practice-Portal\/professional-issues\/classroom-acoustics\/"},{"key":"e_1_3_1_5_1","unstructured":"Americans with Disabilities Act. (1990). Americans with Disabilities Act. \nhttps:\/\/www.ada.gov"},{"key":"e_1_3_1_6_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2004\/017)"},{"key":"e_1_3_1_7_1","unstructured":"Anderson K. L. Smaldino J. J. & \nSpangler C.\n (2011a). Listening Inventory for Education\u2013Revised. \nhttp:\/\/lifer.successforkidswithhearingloss.com"},{"key":"e_1_3_1_8_1","unstructured":"Anderson K. L. Smaldino J. J. & \nSpangler C.\n (2011b). 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