Language Speech and Hearing Services in Schools最新文献

{"title":"Alignment of Parent and Child Self-Report of Bilingual Language Experience and Proficiency.","authors":"John Gallagher, Amy Pratt, Elizabeth D Peña, Ashley Sanabria","doi":"10.1044/2026_LSHSS-25-00191","DOIUrl":"10.1044/2026_LSHSS-25-00191","url":null,"abstract":"<p><strong>Introduction: </strong>Information pertaining to language experience and proficiency is crucial in studies of bilingual children and is usually sought from parents. However, there are barriers to obtaining valid information from parents, which may be addressed by child's self-report. In this study, we examined the relationships between parent report and child self-report, including whether relationships differ by child's grade level.</p><p><strong>Method: </strong>Parent and child questionnaires were analyzed from <i>n</i> = 489 Spanish/English bilinguals in prekindergarten through third grade (<i>M</i>_age = 7.24). Both questionnaires resulted in measures of proficiency in Spanish and English as well as bilingual experience.</p><p><strong>Results: </strong>Child questionnaires administered directly to the child yielded higher response rates (93%) than questionnaires sent home for parents (31%). Correlations between similar indicators of proficiency and experience across child and parent reporters ranged from medium to large. Multiple regression analyses revealed that grade level was a significant predictor of child's self-reported proficiency in both languages but not of bilingual experience. Results did not conclusively demonstrate that parent and child alignment differed by child's grade level.</p><p><strong>Conclusions: </strong>Although child's self-report is not a replacement for parent report, research with young bilinguals should consider the use of a child's self-report tool, particularly when low response rates to parent questionnaires are a concern. Child self-report and parent report are moderately to strongly correlated, and seeking a child's self-report provides a unique perspective on their bilingual language proficiency and experience.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1377-1388"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148882118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental Patterns in Deaf Children's Signed Composition Across Narrative, Informational, and Opinion Genres.","authors":"Leala Holcomb, Leah Oakes","doi":"10.1044/2026_LSHSS-26-00059","DOIUrl":"10.1044/2026_LSHSS-26-00059","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined developmental change in macrostructural (discourse-level) signed composition among deaf children over the course of one academic year. The study also investigated whether grade level, early language access, and demographic characteristics were associated with differences in change across narrative, informational, and opinion genres.</p><p><strong>Method: </strong>Participants included 181 deaf children from prekindergarten through third grade enrolled in 11 signing programs in the United States. Children produced self-generated signed compositions in narrative, informational, and opinion genres at the beginning and end of the academic year. Linear mixed-effects models were used to examine fall-to-spring changes in discourse organization while accounting for grade level and child-level characteristics. A lexical unit count was also recorded for each composition as an index of signed language productivity.</p><p><strong>Results: </strong>Children demonstrated growth in discourse organization across all three genres during the school year. Grade level emerged as a stronger predictor of change than chronological age. Early language deprivation was associated with smaller gains in discourse organization. Demographic variables such as gender, race, and additional disabilities showed minimal associations with change.</p><p><strong>Conclusions: </strong>These findings provide large-scale quantitative benchmarks of discourse-level signed composition development across genres in deaf children. Results suggest a developmental progression in which deaf children gradually expand their ability to organize ideas, connect events, and communicate for different purposes across genres. The findings also highlight associations between early language access and discourse-level development and suggest that language services may play an important role in supporting signed language development in deaf children.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1389-1413"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estimated Prevalence of Developmental Language Disorder Risk in West Virginia Schools.","authors":"Megan Israelsen-Augenstein, Michelle W Moore, Tracy Toman, Allison Rosborough","doi":"10.1044/2026_LSHSS-25-00248","DOIUrl":"10.1044/2026_LSHSS-25-00248","url":null,"abstract":"<p><strong>Purpose: </strong>Developmental language disorder (DLD) is linked to long-term academic and social difficulties. Despite these lasting impacts, state-level prevalence estimates are limited. This study estimated prevalence among early-elementary students in West Virginia who may be at risk for DLD and examined variation by grade, locale, and assessment instrument.</p><p><strong>Method: </strong>A cross-sectional screening battery was administered to 252 students in Grades 1-2 across six Title I schools. Children with Kaufman Brief Intelligence Test-Second Edition Matrices standard scores ≤ 70 were excluded prior to analysis. A dual-criterion definition of DLD risk was used: ≤ 80 on the Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5) core composite and ≤ 92 on the Test of Narrative Language-Second Edition (TNL-2). Descriptive statistics and mixed-effects logistic regression (random intercept for school) tested effects of grade, gender, and locale.</p><p><strong>Results: </strong>Using the dual-criterion definition, 72 of 252 students (28.6%) met criteria for being at risk for DLD. Adjusted models showed higher odds of DLD risk in town versus urban schools (odds ratio = 3.06, 95% confidence interval [1.31, 7.15], <i>p</i> = .010), whereas grade and gender were not significant predictors after accounting for school-level clustering. Instrument-specific classification rates diverged substantially, with the TNL-2 identifying a higher proportion of students relative to the CELF-5.</p><p><strong>Conclusions: </strong>Although based on a relatively small yet representative sample of West Virginia students, prevalence estimates substantially exceed commonly cited large-scale population estimates. Results underscore the influence of instrument choice on suspected prevalence and the need for locally calibrated screening protocols and targeted service planning.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1338-1355"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spelling Errors of Monolingual English-Speaking Students and Spanish-Speaking Bilingual Learners.","authors":"Michelle Torres-Chavarro, Kelly Farquharson, Carla Wood","doi":"10.1044/2026_LSHSS-25-00127","DOIUrl":"10.1044/2026_LSHSS-25-00127","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the types of spelling errors produced by typically developing bilingual learners (BLs) and monolingual English-speaking students and investigated whether students' vocabulary knowledge predicted the rate of spelling errors.</p><p><strong>Method: </strong>Writing samples were collected from 100 fifth-grade students (50 Spanish-speaking BLs and 50 monolingual English speakers) during an authentic classroom writing assessment. Spelling errors were coded based on English phonology, orthography, and morphology. A simple linear regression examined the relation between students' vocabulary knowledge, measured by a standardized vocabulary task, and their total number of error codes.</p><p><strong>Results: </strong>Only the proportion of whole-root morpheme substitution errors differed significantly between groups, with monolingual English-speaking students producing a higher proportion of these errors. Students' vocabulary knowledge significantly predicted their total number of errors, with higher vocabulary knowledge associated with fewer spelling errors.</p><p><strong>Conclusions: </strong>These findings suggest that while Spanish-speaking BLs and monolingual English-speaking students share many types of spelling errors, monolingual students may produce more whole-root morpheme substitution errors. Additionally, vocabulary knowledge is a significant predictor of spelling accuracy. Understanding these patterns can inform instructional decisions and intervention targets for school-based speech-language pathologists working with BLs and monolingual students.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33134633.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1322-1337"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sentence Composition Instruction With Language Supports for a Fifth Grader With a Learning Disability: A Pilot Study.","authors":"Abigail A Allen, Shawn Datchuk","doi":"10.1044/2026_LSHSS-25-00149","DOIUrl":"10.1044/2026_LSHSS-25-00149","url":null,"abstract":"<p><strong>Purpose: </strong>Writing interventions for elementary-grade students with learning disabilities have traditionally focused on paragraph-level strategies (McMaster et al., 2018). Students who struggle to compose a complete sentence need more explicit instruction and may benefit from additional language and self-regulation supports (Kim & Graham, 2022). The purpose of this pilot study was to investigate the effect of a sentence writing intervention on the writing of a fifth-grade student with a learning disability.</p><p><strong>Method: </strong>This pilot study used an exploratory AB single-case design to measure the effects of a sentence writing intervention on the writing of a fifth-grade boy with a learning disability. The participant received 10 daily sentence writing lessons focusing on writing complete sentences with adjectives to describe pictures. Supports included steps for planning a sentence, a self-checklist for evaluation, and word banks.</p><p><strong>Results: </strong>Results indicated that the sentence writing instruction with supports had a large effect on the participant's use of sentence elements (e.g., noun, verb, adjective) and the length (total correct word sequences), accuracy (incorrect word sequences), and complexity (correct word sequences per sentence) of his sentences.</p><p><strong>Conclusions: </strong>Explicit instruction in sentence construction has potential to increase the length, accuracy, and complexity of the sentences students with learning disabilities write. Added language and self-regulation supports through planning, oral sentences, and checklists increased the current participant's consistency in their final product.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1309-1321"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Phonological Awareness of Dyslexic Jordanian Arabic-Speaking Children: The Role of Diglossia.","authors":"Alia Njoum, Bassil Mashaqba, Anas Huneety, Khalid G Al-Shdifat","doi":"10.1044/2026_LSHSS-25-00264","DOIUrl":"10.1044/2026_LSHSS-25-00264","url":null,"abstract":"<p><strong>Purpose: </strong>This study examines the impact of diglossia on the phonological awareness of dyslexic Jordanian Arabic-speaking children, focusing on deletion, segmentation, and reading tasks in both Modern Standard Arabic (MSA) and Colloquial Arabic (CA).</p><p><strong>Method: </strong>Forty dyslexic and 40 typically developing (TD) children from special education resource rooms in four private schools in Amman, Jordan, participated.</p><p><strong>Results: </strong>Statistical analysis revealed that both groups performed better in MSA than in CA across all tasks, with TD children outperforming dyslexic children and task difficulty decreasing with grade level. Dyslexic children found segmentation easier than deletion, whereas TD children found both tasks equally challenging. A significant relationship was observed between reading and deletion tasks in CA for second-grade TD children and in MSA for second-grade dyslexic children.</p><p><strong>Conclusions: </strong>MSA-CA performance gap should inform instructional strategies, suggesting that phonological awareness interventions need to target the weaker variety (CA) while maintaining support in MSA. Strengthening phonological processing in CA may reduce the phonological load associated with dialectal mismatch and facilitate bidirectional transfer of phonological skills between CA and MSA. The findings may reflect exposure to multiple dialects, individual learning styles, and the complexities of the Arabic writing system. Overall, the study provides empirically grounded guidance for designing differentiated, dialect-sensitive interventions to support dyslexic learners in diglossic Arabic contexts.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1284-1308"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's Oral Narrative Skills Through the Lens of Internal State Terms: A Large-Scale Study of Fictional Stories Elicited With the Multilingual Assessment Instrument for Narratives.","authors":"Natalia Gagarina, Ute Bohnacker, Manuel Bohn, Sharon Armon-Lotem, Dato Abashidze, Qurbondin Alamshoev, Daria Alkhimchenkova, Carmit Altman, Amanov Amirkul, Kathleen Kay Amora, Stanislava Antonijevic, Melina Aparici, Reili Argus, Marta Białecka, Elma Blom, Tessel Boerma, Alondra Camus Torres, Angel Chan, Uma Maheshwari Chimirala, Vicky Chondrogianni, Ineta Dabašinskienė, Elena De Gaudio, Sveta Fichman, Elena Galkina, Rowena Garcia, Angelika Golegos, Ewa Haman, Gordana Hrzica, Markus Huff, Kateryna Iefremenko, Monika Janikova, Kristine Jensen de López, Svetlana Kapalková, Sviatlana Karpava, Daleen Klop, Mariam Komeili, Sari Kunnari, Andra Kütt-Leedis, Chiara Levorato, Josefin Lindgren, Madhavi Maganti, Jonas Maigaard, Theodoros Marinis, Elisa Mattiauda, Karolina Muszyńska, Gloria Nyarko, Mary Pat O'Malley, Celestino Oriikiriza, Agnieszka Otwinowska-Kasztelanic, Eleni Peristeri, Alexandra Perovic, Madhavi Gayathri Raman, Maja Roch, Irina Sekerina, Annelien Smith, Alyona Sternharz, He Sun, Ali Talebi, Nathalie Topaj, Freideriki Tselekidou, Ianthi-Maria Tsimpli, Sigal Uziel, Taina Välimaa, Wenchun Yang, Dongsun Yim, Joel Walters","doi":"10.1044/2026_LSHSS-25-00147","DOIUrl":"10.1044/2026_LSHSS-25-00147","url":null,"abstract":"<p><strong>Purpose: </strong>This article investigates the development of oral narrative skills in children through the lens of internal states in a large cross-linguistic data set of comparable fictional stories.</p><p><strong>Method: </strong>In a joint effort of research groups around the world, 5,507 picture-based stories were elicited from 2,763 monolingual and bilingual typically developing (TD) children aged 3-13 years in 32 countries across 44 languages with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). These were transcribed and coded for internal state terms (ISTs) that express story characters' thoughts, emotions, and perceptions. Using generalized mixed models, we investigated the likelihood of a child producing ISTs in the stories, as influenced by age, monolingualism versus bilingualism, and, for bilinguals, first language versus second language, elicitation mode (telling vs. retelling), IST type, story type, and story length.</p><p><strong>Results: </strong>We found strong positive effects of age and elicitation mode (retelling) on IST production, but no differences between monolinguals and bilinguals or for bilinguals in their two languages. Children were far more likely to produce ISTs as initiating events than ISTs as reactions. Story length only predicted IST production in younger children, but not in older ones.</p><p><strong>Conclusions: </strong>As shown by this large-scale sample, children's skills in making explicit the internal states of characters in fictional stories develop substantially during the primary school years, across languages, and for both monolingual and bilingual learners. The robust facilitative effect of retelling suggests that retelling may be particularly suitable to use with MAIN when researchers/clinicians are interested in assessing a child's ability to verbalize internal states. Future research should examine ISTs in children with developmental disorders and explore their application in intervention.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33857551.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1130-1150"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149070566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal Narrative Assessment to Guide Clinical Practices in the Assessment and Support of Children With Developmental Language Disorder: A Tutorial.","authors":"Kristine Jensen de López, Mateja Gabaj, Vani Gupta, Hanne B Søndergaard Knudsen, Jelena Kuvač Kraljević","doi":"10.1044/2026_LSHSS-25-00142","DOIUrl":"10.1044/2026_LSHSS-25-00142","url":null,"abstract":"<p><strong>Purpose: </strong>This tutorial demonstrates how personal narratives elicited using the Global TALES (Talking About Lived Experiences in Stories) protocol can be analyzed using the four components of the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework for discourse analysis-pragmatics, macrostructure planning, propositional, and linguistic-in clinical practice to assess the language and communication skills of children with developmental language disorder (DLD). Such analysis can support diagnostic decision making or identification and monitoring of intervention goals related to the child's needs. Language measures that can be applied and interpreted in clinical practice are presented and linked to each of the four components of the LUNA framework. By understanding which measures correspond to these components, clinicians can identify the child's strengths and challenges across the four components to obtain a more complete view of the child's oral narrative production skills. An analysis of a personal narrative from a 7-year-old Danish-speaking child with DLD, elicited using the Global TALES protocol, was used to demonstrate in detail how to analyze personal narratives and interpret the results in a clinical setting using the LUNA framework. The case study also includes recommendations for supporting and monitoring the child's progress.</p><p><strong>Conclusions: </strong>This tutorial guides clinicians to integrate personal narratives as part of their assessment and treatment for children with DLD. The measures presented and discussed in the tutorial can help clinicians pinpoint interrelated discourse components and processes that need to be assessed and integrated into future support for a child's language development and overall well-being.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1058-1075"},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149002943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mind the Gap: Understanding How a Speech-Language Pathologist's Grammar Knowledge Affects Assessment","authors":"Daniel Ibarra,Emily Lund","doi":"10.1044/2026_lshss-25-00269","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00269","url":null,"abstract":"Purpose: This study examined whether school-based speech-language pathologists (SLPs) could use their grammatical knowledge and the Clinical Evaluation of Language Fundamentals–Fifth Edition (CELF-5) Formulated Sentences subtest manual to score responses accurately and consistently and to determine how scoring variability may influence potential eligibility outcomes. Method: Ninety-seven practicing school-based SLPs completed a 141-item online survey. The survey included demographic questions, self-ratings of grammatical knowledge and confidence, and three sets of Formulated Sentences responses from children aged 7, 8, and 10 years. Participants scored items using standardized CELF-5 criteria and rated their confidence in each decision. Group comparisons were conducted between SLPs who had completed language science coursework and those who had not. Results: Participants reported neutral to somewhat strong grammatical knowledge and confidence. Although SLPs with language science coursework had higher knowledge and confidence in assessing grammar, they did not demonstrate greater scoring accuracy. Examiner-level variability was evident across raw and scaled scores, with many outcomes clustering near eligibility relevant thresholds. Effect size estimates indicated small but meaningful differences in confidence when scoring grammatically correct versus incorrect responses. Conclusions: School-based SLPs demonstrated notable variability when scoring the Formulated Sentences subtest, and in some cases, this variability could shift a child across an eligibility cutoff. Findings highlight the need for explicit instruction in grammatical analysis, practice-based calibration, and reliance on multiple data sources when making high-stakes eligibility determinations.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"12 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of the Effectiveness of Remote Microphones in Classrooms on Children's Listening, Learning, and Well-Being Applying the Listen to Learn for Life Assessment Framework","authors":"Kiri Mealings","doi":"10.1044/2026_lshss-26-00031","DOIUrl":"https://doi.org/10.1044/2026_lshss-26-00031","url":null,"abstract":"Purpose: The aim of this scoping review article was to understand the effectiveness of remote microphones in classrooms on listening, learning, and well-being for children aged 0–18 years. Method: This scoping review article followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The PICO (population, intervention, comparison, outcome) framework was used to outline the eligibility criteria. Web of Science, PsycInfo, MEDLINE, and PubMed were searched on November 17, 2025. Eligible studies were charted according to the population; the comparison (no device vs. device, device vs. device); the measure used to assess listening, learning, or well-being; the findings of the study; and the effect of the remote microphone on children's listening, learning, or well-being. Results: A total of 686 papers were returned in the search after removing duplicates. Of these, 66 papers met the criteria to be included in the review. Children with hearing loss was the most studied population, and listening was the most studied outcome. Conclusions: Remote microphones tend to provide benefit to classroom listening in all populations investigated, so they should be recommended in the classroom for children who may be struggling to listen. They can also provide learning and well-being benefits to some populations, although this was less studied and stigma could be an issue. Remote microphones were only beneficial when the person wearing the microphone was speaking. More research is needed on using remote microphones where there are multiple speakers and in group work scenarios, but their benefits in lecture-style teaching were apparent from this review article. Supplemental Material: https://doi.org/10.23641/asha.34071150","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"26 1","pages":"1-21"},"PeriodicalIF":2.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}