西班牙语英语学习者学生的听力阈值与听力健康知识：一项基于学校的比较研究

文献信息

中文摘要

目的： 本研究考察了伊利诺伊州中部三个学区中，西班牙语英语学习者（EL）学生与单语英语同龄人之间的听力阈值敏感性和听力健康知识、态度与行为（KAB）。
方法： 参与者包括142名5-17岁儿童（71名非EL，71名EL），来自小学、初中和高中。按照美国言语-语言-听力协会推荐的程序，获取了250至8000 Hz频率的纯音气导阈值。初中和高中学生完成了一项改编的KAB调查；所有参与者完成了一项开放式词语联想任务。线性混合效应模型检验了EL状态与整个频率范围及噪声性听力损失（NIHL）范围内阈值之间的关联。多元线性回归检验了在控制EL状态和年龄后，KAB评分是否能预测低频阈值。
结果： 与非EL同龄人相比，EL学生的阈值显著升高，差异集中在低频（250-500 Hz），并随频率升高而减小，在6000-8000 Hz时趋于一致。两组的平均阈值均在临床正常范围内。EL状态与NIHL范围（3000-6000 Hz）内的阈值无关，且KAB评分不能预测阈值。
结论： 西班牙语EL学生表现出系统性的低频阈值升高，不能归因于噪声暴露或自我报告的听力健康因素。尽管差异通常在临床正常范围内，但即使是亚临床升高也与聆听努力增加和学业表现较差相关，对于同时习得英语的儿童而言，这种影响可能更为复杂。研究结果强调需要检查语言多样化儿科人群中低频阈值差异的功能意义。

英文摘要

PURPOSE: This study examined audiometric threshold sensitivity and hearing health knowledge, attitudes, and behaviors (KAB) in Spanish-speaking English learner (EL) students and monolingual English-speaking peers across three central Illinois school districts.
METHOD: Participants included 142 children aged 5-17 years (71 non-EL, 71 EL) from elementary, middle, and high schools. Pure-tone air-conduction thresholds were obtained at frequencies from 250 to 8000 Hz following American Speech-Language-Hearing Association-recommended procedures. Middle and high school students completed an adapted KAB survey; all participants completed an open-ended word association task. Linear mixed-effects models examined associations between EL status and thresholds across the frequency range and within the noise-induced hearing loss (NIHL) range. Multiple linear regression examined whether KAB scores predicted low-frequency thresholds after controlling for EL status and age.
RESULTS: EL students had significantly elevated thresholds relative to non-EL peers, with differences concentrated in the low frequencies (250-500 Hz) and diminishing across higher frequencies, converging by 6000-8000 Hz. Mean thresholds in both groups fell within clinically normal limits. EL status was not associated with thresholds in the NIHL range (3000-6000 Hz), and KAB scores did not predict thresholds.
CONCLUSIONS: Spanish-speaking EL students showed systematic low-frequency threshold elevation not attributable to noise exposure or to self-reported hearing health factors. Although differences generally fell within clinically normal limits, even subclinical elevations have been associated with increased listening effort and poorer academic performance, which may be compounded for children simultaneously acquiring English. Findings highlight the need to examine the functional significance of low-frequency threshold differences in linguistically diverse pediatric populations.