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Effectiveness of Educational and Therapeutic Interventions on Specific Learning Disorder: A meta-analysis study
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Saeed Mohammadi molod   , Javad Mesrabadi 1, Ramin Habibi kaleybar |
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Abstract: (2972 Views) |
| Objective: Specific learning disorder is disturbance that affects the ability to understand or use written language, perform mathematical calculations, coordinate movements, or direct attention. Interventions and different educational and therapeutic interventions for the treatment and improvement of learning disorders have sometimes proved to be effective; however in some cases, they have not been sufficiently effective or contradictory. Therefore, the meta-analysis was used to combine the results of previous research, solve the contradictions, and obtain a general conclusion. Method: In order to achieve the research purpose with use of meta-analysis method, through analyzing quantitative results of 128 selected research works, obtained according to the criteria for entering and leaving and utilizing the defined keywords by reputable universities and different databases in the country. In total, 623 primary effect size were obtained and analyzed with CMA2 software. Results: The results showed that the amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1/13. After dividing into multiple outcome variables, the amount of the combined effect size for reading disorder was 0/80, writing disorder, 0/94, and mathematical disorder 1/05. All of these effect sizes are significant (p≤0.001). Conclusion: Combined effect size based on Cohen's criterion can be interpreted in two fixed and random models, which suggests the effectiveness of educational and therapeutic interventions. This study also explains the implications for using different interventions to improve specific learning disorder. |
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| Keywords: Specific learning disorder, Meta-analysis, Educational and therapeutic interventions, Dyscalculia, Dyslexia, Dysgraphia |
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Full-Text [PDF 314 kb]
(2646 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2017/10/7 | Accepted: 2020/06/5 | Published: 2020/09/27
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