A 1975 study by Bronzaft and McCarthy examined how noise from passing elevated subway trains affected the reading ability of elementary school children at a New York City school located approximately 220 feet from the tracks. Researchers compared reading scores of students in classrooms on the noisy train-facing side of the building versus the quieter opposite side, finding that chronic exposure to loud, unpredictable noise was associated with measurable reading deficits. The findings built on earlier research suggesting that children in high-noise environments struggle to distinguish relevant speech cues, which can hinder their ability to learn to read.Open full document
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This study by Bronzaft and McCarthy examines the relationship between elevated train noise and reading ability in elementary school children at Public School 98 in upper Manhattan. The research compares reading scores of students in classrooms on the noisy east side of the building (facing the elevated subway track) versus the quieter west side. The study builds on prior research linking high-intensity, uncontrollable noise to cognitive impairment and reading deficits.