SynthesisJournal of communication disorders
Bibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers.
Synthesis in Journal of communication disorders. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- Visual-Spatial Influences on Vocal Intensity: Effects of Speaker-to-Listener Distance and Room Size in Immersive Virtual Reality.Journal of speech, language, and hearing research : JSLHR · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
backgroundTeaching is identified as a high-risk profession for developing voice disorders due to the significant vocal demands placed on educators. This can lead to symptoms such as vocal fatigue, adversely affecting their quality of life. One common intervention is the provision of voice amplification systems, which have been reported to reduce vocal strain by enabling teachers to speak at lower volumes, thereby potentially improving voice quality and minimizing vocal fold damage. Despite these benefits, various factors such as adoption rates, technical issues, and the need for proper use and training can influence the effectiveness of these systems. This study systematically reviews the literature and conducts a meta-analysis to determine the impact of voice amplification on teachers' vocal function.
methodsThe results reported in this manuscript are based on a bibliometric analysis and systematic literature review using seven databases, selecting 20 relevant publications from an initial pool of 462, and performing a meta-analysis to compare vocal metrics with and without amplification.
resultsThe meta-analysis indicated that voice amplification systems tend to positively affect fundamental frequency, sound pressure level (SPL), and phonation time percentage; however, these effects were not statistically significant. The analysis also suggests no significant publication bias, though the quality of the included publications varied: 15 % were rated as strong, 25 % as moderate, and 60 % as weak. CONCLUSION AND RECOMMENDATIONS: The study concludes that voice amplification systems show potential benefits for teachers' vocal health. However, their implementation should be part of a broader strategy that includes education, training, and regular monitoring to maximize their effectiveness.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.