teaching direct speech year 6

Find out why teachers and school leaders love PlanBee

• 📚 Cross-Curricular Topics
• ✂️ Design & Technology
• ♻️ Education for Social Responsibility
• 🌍 Geography
• ⛪️ Religious Education
• 🎉 Special Days
• 🦸‍♀️ Special People
• Vision and Principles
• Our Curriculum Offer
• Curriculum Packs
• FREE Schemes of Work
• Learn at Home
• Objective Checker
• How does it work?

Direct Speech

What is direct speech.

Direct speech is a sentence where the exact words spoken by somebody are recorded in inverted commas (also known as speech marks). Inverted commas are used to show which written words are spoken by the character and other punctuation is used to help the reader understand when each character starts and stops speaking. Usually, the spoken words are accompanied by a reporting clause which contains a speech verb and reveals the identity of the speaker.

How to punctuate direct speech

To punctuate direct speech, follow these simple rules:

Start a new line for each new speaker. This helps the reader to keep track of who is speaking.

Add a pair of inverted commas around the words spoken by the character. The first pair of inverted commas should go before the first spoken word and the second pair should go after the punctuation which follows the last spoken word.

Begin the spoken words with a capital letter.

Add closing punctuation to follow the last spoken word. This could be a comma, full stop, exclamation mark, question mark or even an ellipsis if the character's thoughts trail off.

Use a comma to separate the direct speech and reporting clause.

Our KS2 English Journey scheme based on the beautifully illustrated book by Aaron Becker, is a fantastic way to introduce children to direct speech punctuation.

Children tend to find rules three and four the most difficult so make sure you explicitly teach the following:

a. If the reporting clause comes before the spoken words , add a comma to separate the clause from the direct speech and a full stop within the inverted commas to indicate the end of the sentence. For example, Isa suggested, "Let's get a closer look."

b. If the reporting clause comes after the direct speech, add a comma (or other appropriate punctuation) within the inverted commas to indicate that the sentence continues and a full stop after the reporting clause to indicate the end of the sentence. For example, "Let's get a closer look," Isa suggested.

c. If the reporting clause comes in the middle of the direct speech, add a comma within the inverted commas for the first piece of speech, a comma after the reporting clause before the second piece of speech and a full stop following the reporting clause to indicate the end of the sentence. For example, "Let's get a closer look," Isa suggested, "I want to know where the tunnel leads."

When do we use direct speech?

Direct speech is used in narratives to reveal more about the thoughts, motivations and personalities of the characters, and to let new characters introduce themselves.

Using dialogue between characters is also a quick and engaging way to move on the plot of a story. For example, an instruction from a character is a useful plot device as it can prompt another character to act or move to another time or location (e.g. "Lock the door.","Go to the tower.", "Recover the diamond.").

Questions can let characters explain where they have been or what they have been doing offstage ("Why are you late?', "Where have you been?, "Why are you doing this?).

Statements can tell you more about a character's surroundings ("It's a beautiful day.", " That door wasn't there before.") or where they stand on a particular issue ("I don't agree.", "This is a risky plan.").

Inspire your children to write effective dialogue for an adventure story with our KS2 One Thousand and One Arabian Nights scheme.

Misconceptions when punctuating direct speech

Understanding and applying the rules for direct speech is no mean feat. Here are the top five misconceptions that children may have as they learn how to punctuate direct speech.

Children do not know to include punctuation inside the inverted commas.

Children do not know when to use a comma instead of a full stop inside the inverted commas.

Children incorrectly position inverted commas around the beginning and end of a full sentence rather than around the spoken words.

Children do not apply the new speaker, new line convention.

Children capitalise the first word in a reporting clause that comes in the middle or at the end of the speech sentence. This often accompanies a misuse of a full stop as closing punctuation inside the inverted commas.

Addressing these misconceptions needs careful and explicit teaching. Here are five top tips for teaching children how to punctuate direct speech in KS2.

Make sure to provide children with variety of examples which use different sentences structures.

Encourage children to find different speech sentences in their reading books and explore the similarities and differences between them.

Provide examples of incorrectly punctuated speech sentences and ask children to spot and correct the errors (identifying errors in given texts is so much less daunting than jumping straight into applying the rules within your own writing).

Give children focused editing time either as a discrete activity where children to add punctuation to unpunctuated text or where they spot and correct direct speech punctuation during independent writing.

Offer children the opportunity to read and perform their dialogue (as this can really help child get to grips with why punctuation is so important for the reader).

Teaching progression in direct speech - Year 3

Direct speech is introduced in the Year 3 English Curriculum. Here, children should be taught the correct terminology for 'inverted commas' and given opportunities to practise forming these correctly (during your regular handwriting sessions can work well). When children can identify and create inverted commas, they are ready to apply these to speech - adding opening and closing inverted commas around spoken words.

An engaging, hands-on activity to help children understand where to position the inverted commas in a speech sentence is to ask children to write speech sentences on whiteboards and add macaroni around the spoken words to represent the opening and closing inverted commas. This activity can be extended to include speech and a reporting clause to consolidate understanding and to address the misconception that inverted commmas are used at the beginning and end of the sentence, rather than at the beginning and end of the spoken words.

Introduce your children to direct speech with our magical Year 3 The Snowman scheme which provides children with the foundations for punctuating direct speech.

Teaching progression in direct speech - Year 4

In Year 4, the focus should be mastering all of the punctuation required to indicate direct speech. This includes the use of a comma to separate the reporting clause from the piece of speech as well as using punctuation within inverted commas: The conductor shouted, “Sit down!”. Children will need plenty of modelled examples as to when to use the different punctuation marks inside inverted commas to get to grips with when to use a comma, full stop and other punctuation.

By the end of Year 4, children should be able to choose more precise speech verbs for their reporting clause, using verbs such as growled, snarled, whispered, mumbled to let the reader know more about the speaker's personality or mood.

One way to help chidren understand the rules of punctuating direct speech is to use a text message template to show an exchange of dialogue between characters. This helps children understand that the speech for each character starts on a new line. It is also helpful for reinforcing the learning point from Year 3, that only the spoken words should be included within the opening and closing inverted commas. Children can use the speech given in the model as the basis for writing their own dialogue between the two characters, constructing their own reporting clauses using appropriate speech verbs and adverbs.

Why not use the our KS2 English Journey scheme or our Text to Speech FreeBee to give children an opportunity to practise using direct speech in their writing?

Teaching progression in direct speech - Year 5

In Year 5, children should be able to vary the structure of their speech sentences, positioning the reporting clause at the beginning, in the middle or at the end of the spoken words. Here, children should consider the impact of these choices on pace and intensity. Children should be taught that the reporting clause can reveal a lot about how the words are spoken and the character of the speaker and start to experiment with adding additional clauses to add further contextual detail.

As children become more proficient with the direct speech punctuation and sentence structure, the focus of teaching should shift to encouraging children to write coherent and effective dialogue which conveys character and/or advances the action of the story.

Teaching progression in direct speech - Year 6

By Year 6, children should be able to vary the structure of their speech sentences and extend these to provide the reader with extra details about the speaker or their environment. Children should continue to write dialogue which conveys character and/or advances the action of the story,. The focus of teaching should shift to ensure that the children can integrate dialogue well into their narratives and that they know how to strike a balance between dialogue and description to produce an enjoyable or gripping experience for the reader.

In additon, children should also be taught how and when to use the structures associated with formal and informal speech to help set the tone of their piece or to contextualise their writing within a certain time period. To do this, use texts which allow you to explore a variety of speech conventions used by different characters such as those by Arthur Conan Doyale (e.g. Sherlock Holmes) or Charles Dickens (e.g. Scrooge, the Artful Dodger).  

LESSON PACK One Thousand and One Arabian Nights

FREE Speech Verbs and Adverbs Word Mat

LESSON PACK Journey

FREE Direct Speech Punctuation Guide

Added to your cart:

What's Your Email?

Let customers speak for us

Ray's Review.

Thanks, Ray!

Very cute! Perfect for an introduction.

We're pleased you like the resource, Theresa!

Diwali Pictures Pack

Thanks, Jayne!

What's My Number?

Thanks, Kirsten!

I really like the display cards which are clear and concise with enough information to spark children's interest.

Thanks, Ruth - we're so pleased to hear that you're happy with these resources :-)

• Primary Hub
• Art & Design
• Design & Technology
• Health & Wellbeing
• Secondary Hub
• Citizenship
• Primary CPD
• Secondary CPD
• Book Awards
• All Products
• Primary Products
• Secondary Products
• School Trips
• Trip Directory
• Trips by Subject
• Trips by Type
• Trips by Region
• Submit a Trip Venue

Trending stories

Top results

• Direct Speech And Indirect Speech Resources And Worksheets Ks2

Direct speech and indirect speech – 9 of the best resources and worksheets for KS2 SPaG

Help children know when and how to use speech marks in direct speech, and why not to use them in indirect speech, with these lessons, activities, worksheets and more for Key Stage 2 grammar…

What is direct speech?

Direct speech in writing is where you are writing down a direct quotation of someone’s actual words, and these are marked by inverted commas eg “I’ll meet you at the library tomorrow morning,” Sharon said.

What is indirect speech?

Indirect speech (or reported speech), on the other hand, is where you are given a rough approximation of what someone said, not their exact words, and doesn’t require quotation/speech marks, eg ‘Sharon told them she’d see them in the library tomorrow.’

What are inverted commas?

Inverted commas go before and after direct speech, surrounding what was said.

Direct speech examples

• “I’m tired,” she yawned.
• “What’s that sound?” he asked. “It’s coming from under the floorboards!” Elle replied.
• The police officer shouted, “There they are!”

Indirect speech examples

• Mrs Weismann asked you to go see her in her office.
• My dad told me to clear up my room.
• Jerry said he found the book out in the playground.

1 | Getting speech punctuation right at KS2 guide

Perfectly punctuating dialogue is something that can trip up even experienced editors – but this quick guide should help pupils get it right, from the start.

Read it here.

2 | Punctuating direct speech resource pack

This powerful KS2 grammar resources pack provides everything you need to teach a series of five lessons on punctuating direct speech, culminating in an extended writing task where children can use their grammatical understanding in context.

Get this resource pack here.

3 | Direct speech challenge worksheets

Similarly, this bright, appealing grammar worksheet is an excellent way to practise and revise using direct speech in Year 4.

It is divided into five sections: understand, challenge, test, explain and apply.

Activities include SATs style questions and opportunities for creative writing responses, with eye-catching images as prompts.

Find this one here.

4 | Learn speech conventions through knock, knock jokes worksheet

This resource sheet from Rachel Clarke uses a small-steps approach to slowly scaffold children through the rules and conventions of dialogue. In the first instance pupils are simply asked to rewrite knock, knock jokes in speech bubbles.

Once they’ve got the hang of this, they should then be encouraged to write the name of the speaker and ‘said’ before each speech bubble. The second level asks pupils write each line of the knock, knock joke using inverted commas.

Each example on this sheet starts with the reporting clause before the dialogue, which enables pupils to practise adding a comma after the reporting clause.

Download it here.

5 | Speech marks washing line

This handy idea was created by Clarice Morley, an English teacher in a Pupil Referral Unit, who found her boys were struggling with the use of speech marks.

They invented three characters – male, female and a rabbit – and produced some labels such as “Rory exclaimed” and “Brenda whispered”. Clarice then stretched a washing line across the board, and had two pegs with the speech marks on.

The boys would write something someone would say onto a piece of paper, then they matched one of the labels with one of their speeches, and hung the speech on the washing line.

They soon grasped it is only the reported speech that hangs on the line, and the pegs (speech marks) keep it in place.

Print out the worksheet for this resource here.

6 | How to use inverted commas video guide

For a nice little introduction or recap to inverted commas, watch this video of Mr Thorne take you through their uses.

It’s clearly explained with large captions across the bottom so that children can see his examples written out with the correct punctuation.

7 | Speech mark rules

There are many “rules” of speech marks, but no definitive list, and you don’t want to overwhelm children with too many while they’re just learning.

So this Rising Stars list of five rules is a nice size for children to read and take in.

Check it out here.

8 | Quotation marks worksheet

This two-page worksheet has six tasks and an extension all revolving around punctuating speech.

So it starts with putting speech marks into sentences, then putting speech marks and all other punctuation, before building up to punctuating longer passages.

Print it here.

9 | Inverted commas worksheet set

This resource set has three parts. One is ‘Witch and Tiger Conversation’, which shows ten pictures with blank speech bubbles. Children choose names for the witch and the tiger, then create the contents of the conversation.

Next they re-write this conversation in the form of a story by adding phrases such as ‘said Tom’ and ‘asked Joe’ as well as speech marks and other punctuation.

The second and third parts are ‘Missing Speech Marks’ worksheets, where children need to add speech marks to sentences.

Get all this here.

Browse more  SPaG games .

Sign up to our newsletter

You'll also receive regular updates from Teachwire with free lesson plans, great new teaching ideas, offers and more. (You can unsubscribe at any time.)

Which sectors are you interested in?

Early Years

Thank you for signing up to our emails!

You might also be interested in...

Why join Teachwire?

Get what you need to become a better teacher with unlimited access to exclusive free classroom resources and expert CPD downloads.

Exclusive classroom resource downloads

Free worksheets and lesson plans

CPD downloads, written by experts

Resource packs to supercharge your planning

Special web-only magazine editions

Educational podcasts & resources

Access to free literacy webinars

Newsletters and offers

Create free account

By signing up you agree to our terms and conditions and privacy policy .

Already have an account? Log in here

Thanks, you're almost there

To help us show you teaching resources, downloads and more you’ll love, complete your profile below.

Welcome to Teachwire!

Set up your account.

Lorem ipsum dolor sit amet consectetur adipisicing elit. Commodi nulla quos inventore beatae tenetur.

I would like to receive regular updates from Teachwire with free lesson plans, great new teaching ideas, offers and more. (You can unsubscribe at any time.)

Log in to Teachwire

Not registered with Teachwire? Sign up for free

Reset Password

Remembered your password? Login here

• Create new account
• Reset your password

Register and get FREE resources and activities

Ready to unlock all our resources?

What are direct and indirect speech?

Contents:  Direct speech explanation  Indirect speech explanation  When do children learn about direct speech?  When do children learn about indirect speech?  Examples of questions your child may be asked FAQS  

What is direct speech?

Direct speech is a sentence in which the exact words spoken are reproduced in speech marks (also known as quotation marks or inverted commas). For example:  

What is indirect speech?

Indirect speech is when the general points of what someone has said are reported, without actually writing the speech out in full. It is sometimes called reported speech. For example:  

When do children learn about direct speech?

Teachers will start to teach children how to set out direct speech in Year 3 . The general rules of direct speech are:  

• Each new character's speech starts on a new line.
• Speech is opened with speech marks.
• Each line of speech starts with a capital.
• The line of speech ends with a comma, exclamation mark or question mark.
• A reporting clause is used at the end ( said Jane, shouted Paul, replied Mum).
• A full stop goes after the reporting clause.
• If the direct speech in the sentence is broken up by information about who is speaking, add in a comma or question mark or exclamation mark to end the first piece of speech and a full stop or another comma before the second piece (before the speech marks), for example: "It's lovely," she sighed, "but I can't afford it right now." / "I agree!" said Kate. "Let's go!"

When do children learn about indirect speech?

In Year 5, children may be taught a literacy unit that guides them in writing a newspaper article including the use of indirect (or reported) speech. In Year 6, children may be encouraged to use indirect speech when writing a biography or practising further journalistic writing. When changing direct speech into indirect speech, changes have to be made to a sentence. For example:

• Verb tenses usually shift back a tense (into the past)
• Word order often needs to change
• Pronouns often need to change
• Words indicating place and time need to change

By Year 6 children should be setting out speech and punctuating it correctly in their stories. In fiction indirect speech can sometimes be helpful if a character in a story wants to recount a conversation they have had in the past. For direct and indirect speech worksheets and activities to help your child put the theory into practice look through our punctuation worksheets.  

Examples of questions your child may be asked at school

Here are some examples of questions about direct and indirect speech that primary school children may be asked:

Direct speech:

• "What did Sarah say when she found the lost puppy?"
• "Can you write down exactly what Tom shouted when he scored the winning goal?"
• "How would you quote what Mom said when she saw the messy room?"

Indirect speech:

• "Can you tell me what Sarah said when she found the lost puppy?"
• "Could you write what Tom shouted when he scored the winning goal without using his exact words?"
• "What did Mom say when she saw the messy room? Can you rewrite it using indirect speech?"

FAQs about direct and indirect speech

Here are five frequently asked questions (FAQs) about direct and indirect speech:

Q: What is direct speech?

A: Direct speech is when you quote someone's exact words within quotation marks. For example, "I love chocolate," said Sarah.

Q: What is indirect speech?

A: Indirect speech is when you report what someone said without quoting their exact words. It often involves changing the tense, pronouns, and other details. For example, Sarah said that she loved chocolate.

Q: How do you punctuate direct speech?

A: Direct speech is typically enclosed in quotation marks and followed by a comma or a punctuation mark within the quotation marks. For example, "I'm going to the park," said Tom.

Q: When do we use direct speech?

A: Direct speech is used when you want to convey someone's exact words, often to add authenticity or to quote someone in writing or dialogue.

Q: How do you change direct speech to indirect speech?

A: To change direct speech to indirect speech, you often need to adjust the tense, pronouns, and other details to make it grammatically correct within the context of the reporting sentence. For example, "I'll see you tomorrow," said John (direct speech) can be changed to John said that he would see me the next day (indirect speech).

Give your child a headstart

• FREE articles & expert information
• FREE resources & activities
• FREE homework help

More like this

Direct speech: Varying punctuation and dialogue tags

Switch to our new english teaching resources.

Slide decks, worksheets, quizzes and lesson planning guidance designed for your classroom.

Play new resources video

Lesson details

Key learning points.

• In this lesson, we will learn how to vary our punctuation marks in direct speech. We will also develop our understanding of how we can vary our dialogue tags for effect.

This content is made available by Oak National Academy Limited and its partners and licensed under Oak’s terms & conditions (Collection 1), except where otherwise stated.

Starter quiz

5 questions, 6 questions, lesson appears in, unit english / writing accurate, correctly punctuated and paragraphed dialogue, using personal pronouns.

• Art & Design
• Design & Technology
• Physical Education
• Foreign Languages
• Greater Than Less Than
• Measurement
• Multiplication
• Place Value
• Subtraction
• Punctuation
• 1st Grade Reading
• 2nd Grade Reading
• 3rd Grade Reading
• Cursive Writing

Direct Speech Year 6

Showing top 8 worksheets in the category - Direct Speech Year 6 .

Some of the worksheets displayed are Direct speech, Direct and indirect speech, Punctuating direct speech, Grade 6 vocabulary work, Direct to indirect speech, Direct and indirect speech rules, Grammar and punctuation work, Direct speech work for grade 4.

Once you find your worksheet, click on pop-out icon or print icon to worksheet to print or download. Worksheet will open in a new window. You can & download or print using the browser document reader options.

1. Direct Speech

2. direct and indirect speech, 3. punctuating direct speech, 4. grade 6 vocabulary worksheets, 5. direct to indirect speech, 6. direct and indirect speech rules, 7. grammar and punctuation worksheets, 8. direct speech worksheet for grade 4.

Teach Starter, part of Tes Teach Starter, part of Tes

Search  everything  in all resources

How to Punctuate Dialogue Worksheets

Updated:  25 Jun 2024

Reinforce understanding of how to punctuate dialogue using double quotation marks with differentiated worksheets.

Editable:  Google Slides

Non-Editable:  PDF

Pages:  6 Pages

• Curriculum Curriculum:  AUS V8, AUS V9

Years:  4 - 6

Differentiated:  Yes

• Adobe Reader (pdf) Sign up to Plus
• Google Slides Sign up to Plus

Consolidate Skills in Punctuating Direct Speech

Punctuating dialogue correctly is quite complicated. Students typically require lots of repetition to master this skill. In this worksheet, students practise correctly adding commas, quotation marks, capital letters, full stops, and other forms of punctuation to the sentences provided. Sometimes, the quoted speech occurs at the beginning of the sentence, and other times, it is found in the middle or at the end.

This worksheet will lay the groundwork for your students’ confident writing of dialogue in their narratives or other text types. 

An answer key is included with your download to make grading fast and easy!  

Looking for Differentiated Options? We’ve Got You Covered! 

The worksheet comes in three differentiated versions. The reading levels and amount of writing required vary. The easiest level is labelled with a circle, and the levels progress to the triangle and square versions. 

If you wish to modify the resource further, use the editable Google Slides version!  

Easily Download & Print

Use the dropdown icon on the Download button to choose between the PDF or editable Google Slides version of this resource. 

Because this resource includes an answer sheet, we recommend you print one copy of the entire file. Then, make photocopies of the blank worksheet for students to complete.

Alternatively, project the worksheet onto a screen and work through it as a class by having students record their answers in their notebooks. 

This resource was created by Jennifer Hall, a Teach Starter Collaborator.  

Don’t stop there! We’ve got more activities to shorten your lesson planning time:  

[resource:4798080]   [resource:4805910]   [resource:4806089]

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.

Suggest a Change

Would you like something changed or customised on this resource? While our team makes every effort to complete change suggestions, we can't guarantee that every change will be completed.

Report an Error

Did you spot an error on this resource? Please let us know and we will fix it shortly.

Are you having trouble downloading or viewing this resource? Please try the following steps:

• Check that you are logged in to your account
• For premium resources, check that you have a paid subscription
• Check that you have installed Adobe Reader ( download here )

If you are still having difficulty, please visit the Teach Starter Help Desk or contact us .

You may also like

• Punctuation →
• Worksheets →
• Quotation Marks →
• Google Slide →

Adjective Grammar Card Game – Flip It!

A fun game for students to play in small groups to consolidate their understanding of adjectives.

Adverb Grammar Card Game – Flip It!

A fun game for students to play in small groups to consolidate their understanding of adverbs.

Queensland Cursive Entries and Exits Spaceship - Blue

A set of 12 Queensland Cursive entry and exit shuttles to join together to make a handwriting spaceship.

Bloom's Taxonomy Fast Finisher Task Cards - Upper Years

44 Bloom's Taxonomy fast finisher activity cards.

Verb Grammar Card Game – Flip It!

A fun game for students to play in small groups to consolidate their understanding of verbs.

Queensland Cursive Entries and Exits Spaceship - Purple

Queensland Cursive Entries and Exits Spaceship - Red

Direct and Indirect Speech Posters

Amazing Man helps students to learn what both direct and indirect speech entails as well as providing examples on how they can use it themselves.

Writing Checklists - Various Genres

Use these Writing Checklists to ensure that your students have everything they need in their pieces of writing.

Desk Plate Alphabet and Number Line - Butterflies and Lady Bugs

Lower Grade Desk Plates with the alphabet, number line and student's name on them.

Advertisement

19 Facts About Tim Walz, Harris’s Pick for Vice President

Mr. Walz, the governor of Minnesota, worked as a high school social studies teacher and football coach, served in the Army National Guard and chooses Diet Mountain Dew over alcohol.

• Share full article

By Simon J. Levien and Maggie Astor

• Published Aug. 6, 2024 Updated Aug. 9, 2024

Until recently, Gov. Tim Walz of Minnesota was a virtual unknown outside of the Midwest, even among Democrats. But his stock rose fast in the days after President Biden withdrew from the race, clearing a path for Ms. Harris to replace him and pick Mr. Walz as her No. 2.

Here’s a closer look at the Democrats’ new choice for vice president.

1. He is a (very recent) social media darling . Mr. Walz has enjoyed a groundswell of support online from users commenting on his Midwestern “dad vibes” and appealing ordinariness.

2. He started the whole “weird” thing. It was Mr. Walz who labeled former President Donald J. Trump and his running mate, Senator JD Vance of Ohio, “weird” on cable television just a couple of weeks ago. The description soon became a Democratic talking point.

3. He named a highway after Prince and signed the bill in purple ink. “I think we can lay to rest that this is the coolest bill signing we’ll ever do,” he said as he put his name on legislation declaring a stretch of Highway 5 the “Prince Rogers Nelson Memorial Highway” after the musician who had lived in Minnesota.

4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before entering politics.

5. He taught in China in 1989 and speaks some Mandarin. He went to China for a year after graduating from college and taught English there through a program affiliated with Harvard University.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Recommended Articles
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Effectiveness of noise cancelling earbuds in reducing hearing and auditory attention deficits in children with autism.

1. Background

2.1. participants, 2.2. pure tone audiometry, 2.3. noise cancelling earbuds, 2.4. speech perception in background noise, 2.5. attention in background noise assessment, 2.6. device trial, 2.7. listening inventory for education-revised (life-r), 3.1. pure tone audiometry and loudness discomfort levels, 3.2. speech perception in background noise, 3.3. attention in background noise, 3.4. device trial, 3.5. listening and communication disability, 4. discussion, 4.1. clinical implications, 4.2. study limitations, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

• Zeidan, J.; Fombonne, E.; Scorah, J.; Ibrahim, A.; Durkin, M.S.; Saxena, S.; Yusuf, A.; Shih, A.; Elsabbagh, M. Global prevalence of autism: A systematic review update. Autism Res. 2022 , 15 , 778–790. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Lord, C.; Brugha, T.S.; Charman, T.; Cusack, J.; Dumas, G.; Frazier, T.; Jones, E.J.; Jones, R.M.; Pickles, A.; State, M.W. Autism spectrum disorder. Nat. Rev. Dis. Primers 2020 , 6 , 5. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Marco, E.J.; Hinkley, L.B.; Hill, S.S.; Nagarajan, S.S. Sensory processing in autism: A review of neurophysiologic findings. Pediatr. Res. 2011 , 69 , 48–54. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Kanner, L. Autistic disturbances of affective contact. Nerv. Child 1943 , 2 , 217–250. [ Google Scholar ]
• Beers, A.N.; McBoyle, M.; Kakande, E.; Santos, R.C.D.; Kozak, F.K. Autism and peripheral hearing loss: A systematic review. Int. J. Pediatr. Otorhinolaryngol. 2014 , 78 , 96–101. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Rosenhall, U.; Nordin, V.; Sandström, M.; Ahlsen, G.; Gillberg, C. Autism and hearing loss. J. Autism Dev. Disord. 1999 , 29 , 349–357. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Do, B.; Lynch, P.; Macris, E.M.; Smyth, B.; Stavrinakis, S.; Quinn, S.; Constable, P.A. Systematic review and meta-analysis of the association of Autism Spectrum Disorder in visually or hearing impaired children. Ophthalmic Physiol. Opt. 2017 , 37 , 212–224. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Tomchek, S.D.; Dunn, W. Sensory processing in children with and without autism: A comparative study using the short sensory profile. Am. J. Occup. Ther. 2007 , 61 , 190–200. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Greenspan, S.I.; Wieder, S. Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. J. Dev. Learn. Disord. 1997 , 1 , 87–142. [ Google Scholar ]
• Emmons, K.A.; KC Lee, A.; Estes, A.; Dager, S.; Larson, E.; McCloy, D.R.; St. John, T.; Lau, B.K. Auditory attention deployment in young adults with autism spectrum disorder. J. Autism Dev. Disord. 2022 , 52 , 1752–1761. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Kuiper, M.W.; Verhoeven, E.W.; Geurts, H.M. Stop making noise! Auditory sensitivity in adults with an autism spectrum disorder diagnosis: Physiological habituation and subjective detection thresholds. J. Autism Dev. Disord. 2019 , 49 , 2116–2128. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Alcántara, J.I.; Cope, T.E.; Cope, W.; Weisblatt, E.J. Auditory temporal-envelope processing in high-functioning children with autism spectrum disorder. Neuropsychologia 2012 , 50 , 1235–1251. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Rance, G.; Saunders, K.; Carew, P.; Johansson, M.; Tan, J. The use of listening devices to ameliorate auditory deficit in children with autism. J. Pediatr. 2014 , 164 , 352–357. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• James, P.; Schafer, E.; Wolfe, J.; Matthews, L.; Browning, S.; Oleson, J.; Sorensen, E.; Rance, G.; Shiels, L.; Dunn, A. Increased rate of listening difficulties in autistic children. J. Commun. Disord. 2022 , 99 , 106252. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Callejo, D.R.; Boets, B. A systematic review on speech-in-noise perception in autism. Neurosci. Biobehav. Rev. 2023 , 99 , 105406. [ Google Scholar ] [ CrossRef ]
• Kemner, C.; Verbaten, M.N.; Cuperus, J.M.; Camfferman, G.; van Engeland, H. Auditory event-related brain potentials in autistic children and three different control groups. Biol. Psychiatry 1995 , 38 , 150–165. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Čeponienė, R.; Lepistö, T.; Shestakova, A.; Vanhala, R.; Alku, P.; Näätänen, R.; Yaguchi, K. Speech–sound-selective auditory impairment in children with autism: They can perceive but do not attend. Proc. Natl. Acad. Sci. USA 2003 , 100 , 5567–5572. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Soskey, L.N.; Allen, P.D.; Bennetto, L. Auditory spatial attention to speech and complex non-speech sounds in children with autism spectrum disorder. Autism Res. 2017 , 10 , 1405–1416. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Keith, J.M.; Jamieson, J.P.; Bennetto, L. The influence of noise on autonomic arousal and cognitive performance in adolescents with autism spectrum disorder. J. Autism Dev. Disord. 2019 , 49 , 113–126. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Ashburner, J.; Ziviani, J.; Rodger, S. Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. Am. J. Occup. Ther. 2008 , 62 , 564–573. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Schafer, E.C.; Wright, S.; Anderson, C.; Jones, J.; Pitts, K.; Bryant, D.; Watson, M.; Box, J.; Neve, M.; Mathews, L. Assistive technology evaluations: Remote-microphone technology for children with Autism Spectrum Disorder. J. Commun. Disord. 2016 , 64 , 1–17. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Keller, M.A.; Tharpe, A.M.; Bodfish, J. Remote microphone system use in preschool children with autism spectrum disorder and language disorder in the classroom: A pilot efficacy study. ASHA 2021 , 30 , 266–278. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Feldman, J.I.; Thompson, E.; Davis, H.; Keceli-Kaysili, B.; Dunham, K.; Woynaroski, T.; Tharpe, A.M.; Picou, E.M. Remote microphone systems can improve listening-in-noise accuracy and listening effort for youth with autism. Ear Hear. 2022 , 43 , 436–447. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Gabova, K.; Meier, Z.; Tavel, P. Parents’ experiences of remote microphone systems for children with hearing loss. Disabil. Rehabil. Assist. Technol. 2022 , 19 , 831–840. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Kent, B.; Smith, S. They only see it when the sun shines in my ears: Exploring perceptions of adolescent hearing aid users. J. Deaf Stud. Deaf Educ. 2006 , 11 , 461–476. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Walker, E.A.; Curran, M.; Spratford, M.; Roush, P. Remote microphone systems for preschool-age children who are hard of hearing: Access and utilization. Int. J. Audiol. 2019 , 58 , 200–207. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Bell, N.; Gibbs, L.; Ham, J.; Howerton, K.; Choi, I.; Lee, J.; Bang, K.H.; Moon, H.-G. Effect of one-size-fits-all amplification in Bluetooth hearing devices for hearing impaired listeners’ speech recognition. medRxiv 2023 . [ Google Scholar ] [ CrossRef ]
• Gilmore, J.N. Design for everyone: Apple AirPods and the mediation of accessibility. Crit. Stud. Media Commun. 2019 , 36 , 482–494. [ Google Scholar ] [ CrossRef ]
• Roup, C.M.; Post, E.; Lewis, J. Mild-gain hearing aids as a treatment for adults with self-reported hearing difficulties. J. Am. Acad. Audiol. 2018 , 29 , 477–494. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Jerger, J.; MM, J.S.P.; Shumrick, D. Measurement of hearing in adults. Otolaryngology 1980 , 2 , 1225–1250. [ Google Scholar ]
• Bentler, R.A. Effectiveness of directional microphones and noise reduction schemes in hearing aids: A systematic review of the evidence. J. Am. Acad. Audiol. 2005 , 16 , 473–484. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Peterson, G.E.; Lehiste, I. Revised CNC lists for auditory tests. J. Speech Hear. Disord. 1962 , 27 , 62–70. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Crandell, C.C.; Smaldino, J.J. Classroom acoustics for children with normal hearing and with hearing impairment. Lang. Speech Hear. Serv. Sch. 2000 , 31 , 362–370. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Sanford, J.; Anton, S. IVA-QS Integrated Visual and Auditory Continuous Performance Test Quick Screen Version [Computer Software] ; BrainTrain, Inc.: North Chesterfield, VA, USA, 2014. [ Google Scholar ]
• Shiels, L.; Tomlin, D.; Rance, G. The Assistive Benefits of Remote Microphone Technology for Normal Hearing Children with Listening Difficulties. Ear Hear. 2023 , 44 , 1049–1060. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Rance, G.; Corben, L.; Delatycki, M. Auditory processing deficits in children with Friedreich ataxia. J. Child Neurol. 2012 , 27 , 1197–1203. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Nelson, L.H.; Anderson, K.; Whicker, J.; Barrett, T.; Muñoz, K.; White, K. Classroom listening experiences of students who are deaf or hard of hearing using listening inventory for education-revised. Lang. Speech Hear. Serv. Sch. 2020 , 51 , 720–733. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Sandford, J.; Turner, A. Manual for the Integrated Visual and Auditory Continuous Performance Test ; Braintrain: Richmond, VA, USA, 1995. [ Google Scholar ]
• Danesh, A.A.; Howery, S.; Aazh, H.; Kaf, W.; Eshraghi, A.A. Hyperacusis in autism spectrum disorders. Audiol. Res. 2021 , 11 , 547–556. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Ricketts, T.A.; Hornsby, B.W. Distance and reverberation effects on directional benefit. Ear Hear. 2003 , 24 , 472–484. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Alickovic, E.; Lunner, T.; Wendt, D.; Fiedler, L.; Hietkamp, R.; Ng, E.H.N.; Graversen, C. Neural representation enhanced for speech and reduced for background noise with a hearing aid noise reduction scheme during a selective attention task. Front. Neurosci. 2020 , 14 , 846. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Brons, I.; Houben, R.; Dreschler, W.A. Effects of noise reduction on speech intelligibility, perceived listening effort, and personal preference in hearing-impaired listeners. Trends Hear. 2014 , 18 , 2331216514553924. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Ohlenforst, B.; Wendt, D.; Kramer, S.E.; Naylor, G.; Zekveld, A.A.; Lunner, T. Impact of SNR, masker type and noise reduction processing on sentence recognition performance and listening effort as indicated by the pupil dilation response. Hear. Res. 2018 , 365 , 90–99. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Lakshmi, M.S.K.; Rout, A.; O’Donoghue, C.R. A systematic review and meta-analysis of digital noise reduction hearing aids in adults. Disabil. Rehabil. Assist. Technol. 2021 , 16 , 120–129. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Corbett, B.A.; Constantine, L.J. Autism and attention deficit hyperactivity disorder: Assessing attention and response control with the integrated visual and auditory continuous performance test. Child Neuropsychol. 2006 , 12 , 335–348. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Stavrinos, G.; Iliadou, V.; Pavlou, M.; Bamiou, D.-E. Remote microphone hearing aid use improves classroom listening, without adverse effects on spatial listening and attention skills, in children with auditory processing disorder: A randomised controlled trial. Front. Neurosci. 2020 , 14 , 904. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Koohi, N.; Vickers, D.; Warren, J.; Werring, D.; Bamiou, D.-E. Long-term use benefits of personal frequency-modulated systems for speech in noise perception in patients with stroke with auditory processing deficits: A non-randomised controlled trial study. BMJ Open 2017 , 7 , e013003. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Rance, G.; Tomlin, D.; Yiu, E.M.; Zanin, J. Remediation of Perceptual Deficits in Progressive Auditory Neuropathy: A Case Study. J. Clin. Med. 2024 , 13 , 2127. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Sandford, J.; Turner, A. Integrated Visual and Auditory Continuous Performance Test Interpretation Manual ; Braintrain: Richmond, VA, USA, 2009; p. 86. [ Google Scholar ]
• Rance, G.; Dowell, R.C.; Tomlin, D. The effect of classroom environment on literacy development. Npj Sci. Learn. 2023 , 8 , 9. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Tomlin, D.; Dillon, H.; Sharma, M.; Rance, G. The impact of auditory processing and cognitive abilities in children. Ear Hear. 2015 , 36 , 527–542. [ Google Scholar ] [ CrossRef ]
• Klatte, M.; Lachmann, T.; Meis, M. Effects of noise and reverberation on speech perception and listening comprehension of children and adults in a classroom-like setting. Noise Health 2010 , 12 , 270–282. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Gomes, H.; Wolfson, V.; Halperin, J.M. Is there a selective relationship between language functioning and auditory attention in children? J. Clin. Exp. Neuropsychol. 2007 , 29 , 660–668. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Zanin, J.; Rance, G. Functional hearing in the classroom: Assistive listening devices for students with hearing impairment in a mainstream school setting. Int. J. Audiol. 2016 , 55 , 723–729. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Williams, Z.J.; Suzman, E.; Woynaroski, T.G. Prevalence of decreased sound tolerance (hyperacusis) in individuals with autism spectrum disorder: A meta-analysis. Ear Hear. 2021 , 42 , 1137–1150. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Reynolds, S.; Miller Kuhaneck, H.; Pfeiffer, B. Systematic review of the effectiveness of frequency modulation devices in improving academic outcomes in children with auditory processing difficulties. Am. J. Occup. Ther. 2016 , 70 , 7001220030p1–7001220030p11. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Schafer, E.C.; Florence, S.; Anderson, C.; Dyson, J.; Wright, S.; Sanders, K.; Bryant, D. A critical review of remote-microphone technology for children with normal hearing and auditory differences. J. Educ. Audiol. 2014 , 20 , 3–13. [ Google Scholar ]
• Schafer, E.C.; Kirby, B.; Miller, S. Remote microphone technology for children with hearing loss or auditory processing issues. Semin. Hear. 2020 , 41 , 277–290. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Gabova, K.; Meier, Z.; Tavel, P. Why do many children who are hard of hearing not use remote microphones to compensate for their hearing loss? Heliyon 2022 , 8 , e10590. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Saunders, J.C.; Kaltenbach, J.A.; Relkin, E.M. The structural and functional development of the outer and middle ear. In Development of Auditory and Vestibular Systems ; Academic Press: Cambridge, MA, USA, 1983; pp. 3–25. [ Google Scholar ]
• Purkait, R. Progression of growth in the external ear from birth to maturity: A 2-year follow-up study in India. Aesthetic Plast. Surg. 2013 , 37 , 605–616. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Schafer, E.C.; Mathews, L.; Mehta, S.; Hill, M.; Munoz, A.; Bishop, R.; Moloney, M. Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. J. Commun. Disord. 2013 , 46 , 30–52. [ Google Scholar ] [ CrossRef ]
• Rance, G.; Maier, A.; Zanin, J.; Haebich, K.M.; North, K.N.; Orsini, F.; Dabscheck, G.; Delatycki, M.B.; Payne, J.M. A randomized controlled trial of remote microphone listening devices to treat auditory deficits in children with neurofibromatosis type 1. Neurol. Sci. 2022 , 43 , 5637–5641. [ Google Scholar ] [ CrossRef ] [ PubMed ]

Click here to enlarge figure

Share and Cite

Zanin, J.; Tomlin, D.; Rance, G. Effectiveness of Noise Cancelling Earbuds in Reducing Hearing and Auditory Attention Deficits in Children with Autism. J. Clin. Med. 2024 , 13 , 4786. https://doi.org/10.3390/jcm13164786

Zanin J, Tomlin D, Rance G. Effectiveness of Noise Cancelling Earbuds in Reducing Hearing and Auditory Attention Deficits in Children with Autism. Journal of Clinical Medicine . 2024; 13(16):4786. https://doi.org/10.3390/jcm13164786

Zanin, Julien, Dani Tomlin, and Gary Rance. 2024. "Effectiveness of Noise Cancelling Earbuds in Reducing Hearing and Auditory Attention Deficits in Children with Autism" Journal of Clinical Medicine 13, no. 16: 4786. https://doi.org/10.3390/jcm13164786

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Speech marks / dialogue / direct speech

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

9 August 2020

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

(Starter or mini-lesson) Provides a quick revision of the guidelines for punctuating direct speech to encourage students to incorporate quotes/ dialogue in a creative writing task (e.g. English Language Paper 1 Section B). It’s in Powerpoint format; simply copy and paste into your own existing Powerpoint for a ready-to-use starter activity. If you find this useful, please leave a review to spread the word!

Creative Commons "Sharealike"

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

Absolute awesome resource. Very thorough, with varied activities. Thank you :)

Empty reply does not make any sense for the end user

Dragonglass

I used this as a starter for a lesson on story writing (Language Paper 1). Great resource - thanks!

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource: