Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?
Purpose: This study aimed to explore if dysphonic voice quality affects children's performance on a language comprehension test, the Test for Reception of Grammar-2 (TROG-2), performed in simultaneous background noise (non-semantic babble). A further aim was to investigate the role of Working Memory Capacity (WMC) and Executive Functioning (EF) in coping with the voice against a background of babb