PURPOSE This study aimed to conduct a scoping review of research exploring the effects of slight hearing loss on auditory and speech perception in children. METHOD A comprehensive search conducted in August 2023 identified a total of 402 potential articles sourced from eight prominent bibliographic databases. These articles were subjected to rigorous evaluation for inclusion criteria, specifically focusing on their reporting of speech or auditory perception using psychoacoustic tasks. The selected studies exclusively examined school-age children, encompassing those between 5 and 18 years of age. Following rigorous evaluation, 10 articles meeting these criteria were selected for inclusion in the review. RESULTS The analysis of included articles consistently shows that even slight hearing loss in school-age children significantly affects their speech and auditory perception. Notably, most of the included articles highlighted a common trend, demonstrating that perceptual deficits originating due to slight hearing loss in children are particularly observable under challenging experimental conditions and/or in cognitively demanding listening tasks. Recent evidence further underscores that the negative impacts of slight hearing loss in school-age children cannot be solely predicted by their pure-tone thresholds alone. However, there is limited evidence concerning the effect of slight hearing loss on the segregation of competing speech, which may be a better representation of listening in the classroom. CONCLUSION This scoping review discusses the perceptual consequences of slight hearing loss in school-age children and provides insights into an array of methodological issues associated with studying perceptual skills in school-age children with slight hearing losses, offering guidance for future research endeavors.

中文翻译：

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学龄儿童轻微听力损失的不那么轻微的感知后果：范围界定审查。


目的本研究旨在对探索轻微听力损失对儿童听觉和言语感知影响的研究进行范围审查。方法 2023 年 8 月进行的全面检索从八个著名的书目数据库中总共确定了 402 篇潜在文章。这些文章接受了严格的纳入标准评估，特别关注他们使用心理声学任务对言语或听觉感知的报告。选定的研究专门调查了学龄儿童，包括 5 岁至 18 岁的儿童。经过严格评估，符合这些标准的 10 篇文章被选入评审。结果 对纳入文章的分析一致表明，即使学龄儿童有轻微的听力损失，也会显着影响他们的言语和听觉感知。值得注意的是，大多数纳入的文章都强调了一个共同趋势，表明由于儿童轻微听力损失而引起的知觉缺陷在具有挑战性的实验条件和/或认知要求较高的听力任务中尤其明显。最近的证据进一步强调，学龄儿童轻微听力损失的负面影响不能仅通过纯音阈值来预测。然而，关于轻微听力损失对竞争性言语隔离的影响的证据有限，这可能是课堂听力的更好代表。 结论 本范围审查讨论了学龄儿童轻微听力损失的感知后果，并深入探讨了与研究轻微听力损失学龄儿童感知技能相关的一系列方法问题，为未来的研究工作提供了指导。