Impact of the teacher’s voice in the classroom: a literature review Impactos da voz do professor na sala de aula: revisão da literatura Impactos de la voz del maestro en el aula: una revision de la literatura


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Distúrb Comun, São Paulo, 29(1): 2-9, março, 2017
Results
Seven studies spanning the last 15 years, all 
in English, fulfilled the inclusion criteria. Most of 
the studies were developed in Europe, with four 
(57.1%) in Sweden, one (14.3%) in Belgium, one 
(14.3%) in Ireland, and one (14.3%) in the United 
Kingdom.
With regard to the methodological approach 
of the selected articles, all seven (100%) were 
cross-sectional studies. The number of participants 
ranged from 24 to 107 individuals.
The seven studies relevant to the research 
question were organized by the authors in four ca-
tegories according to the guidelines for integrative 
reviews. The categories refer to the main subject of 
the articles. The studies were divided into “dyspho-
nia and language comprehension”; “dysphonia and 
language comprehension in noisy environments”; 
“perception of the dysphonic voice”, and “voice 
quality and speech rate”. The following items 
were considered in the data evaluation stage: stu-
dy location, design, sample (size and age range), 
objectives, main results, and categories of analysis, 
conducted by the authors. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Articles identified in the search 
(n=704) 
Full-text articles evaluated for 
pertinence 
(n=9) 
Articles included in the 
analysis 
(n=7) 
Articles after eliminating duplicates
(n=694) 
Additional articles found by 
other means 
(n=2) 
Selected articles
(n=9) 
Excluded articles
(n=685) 
Full-text articles excluded for not 
meeting criteria 
(n=2) 

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