Effectiveness of educational and therapeutic interventions on specific learning disorder: a meta-analysis study
specific Learning disorder is disturbance that affect 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 and, in some cases, have not been sufficiently effective or contradictory. Therefore, the meta-analysis was used to combine the results of previous research and to solve the contradictions and to obtain a general conclusion.
In order to achieve the research purpose with use of meta-analysis method, from quantitative results 128 selected research, which was obtained according to the criteria for entering and leaving and utilizing the keywords defined through reputable universities in country and different databases in country. in total, 623 primary effect size were obtained and analyzed with CMA2 software.
The results of the analysis showed that amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1/13, and after dividing into multiple outcome variables, the size of the combined effect size for reading disorder, 0/80 writing disorder, 0/94, mathematical disorder 1/05 all of these effects size are significant (p≤0.001).
Combined effects sizes based on Cohenchr('39')s criterion can be interpreted in two fixed and random models which suggests 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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