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ERIC Number: EJ1034534
Record Type: Journal
Publication Date: 2014-Apr
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1092-4388
Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers
Remacle, Angélique; Morsomme, Dominique; Finck, Camille
Journal of Speech, Language, and Hearing Research, v57 n2 p406-415 Apr 2014
Purpose: Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both groups. Method: Twelve kindergarten and 20 elementary school female teachers without voice problems were monitored during 1 workweek using the Ambulatory Phonation Monitor. Vocal loading parameters analyzed were F0, SPL, time dose, distance dose, and cycle dose. Results: Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and nonprofessional environments. Professional and nonprofessional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups. Conclusions: The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A