Abstract
This study investigated the impact of soundfield amplification (SFA) on reading fluency in normal-hearing students (n = 84) aged 8-10 years. Twenty-three grade 3 and 4 classes participated across three academic terms, alternating between SFA-On and SFA-Off conditions. Reading fluency was assessed using the Wheldall Assessment of Reading Passages. Baseline cognitive abilities, including non-verbal intelligence, auditory working memory, speech discrimination in noise, and attention, were also evaluated. Results showed no significant overall difference in reading fluency development between SFA-On and SFA-Off conditions. However, intelligence was mildly predictive of the reading fluency advantage obtained during SFA-On periods, with lower-IQ students benefiting more from amplification. The study's findings suggest that while SFA may not provide universal academic benefits for all students, it may offer advantages to students with lower cognitive abilities, suggesting it is a valuable support for the many classrooms that do not meet recommended acoustic standards.