Comparison of the effectiveness of timely intervention and timely intervention with family education on improving the academic ability of Slow Learner

The purpose of this study was to compare the effectiveness of Early intervention and Early intervention with family education on improving the academic ability of Slow-Learner.

The research method was experimental with pretest-posttest and follow-up with a control group. 30 late learners were considered as sample by purposive sampling method. They were randomly assigned to three groups (two experimental groups and one control group). The experimental groups were trained for 20 sessions of 90 minutes in one month. Data obtained from prerequisite reading, math and writing skills tests were analyzed using analysis of covariance.

The results showed that Early intervention and Early intervention along with family education had an effect on the components of academic ability (prerequisite skills of reading, writing and mathematics) and according to the Eta square, it can be said that 51% of the changes were due to the effect of interventions. The results of Tukey test also showed that Early intervention and Early intervention along with family education in the components of academic ability were significantly different from the control group. In addition, Early intervention with prerequisite reading skills along with family education has been more effective. But Early intervention and Early intervention along with family education did not differ in the effectiveness of math and writing skills.

The findings of this study generally confirmed the effectiveness of Early intervention and Early intervention along with family education on improving the academic ability of Slow-Learner.