伊朗改善学习障碍学生学业成绩的心理和教育干预措施效果的荟萃分析。
Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran.
作者信息
Faramarzi Salar, Shamsi Abdolhossein, Samadi Maryam, Ahmadzade Maryam
机构信息
Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.
出版信息
J Educ Health Promot. 2015 Aug 6;4:58. doi: 10.4103/2277-9531.162372. eCollection 2015.
INTRODUCTION
with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities.
METHODS
with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist.
RESULTS
The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported.
CONCLUSIONS
The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.
引言
鉴于学习障碍的重要性以及提出改善这些障碍的干预措施以预防未来问题的必要性，本研究对心理和教育干预对改善学习障碍学生学业成绩影响的研究模型进行了荟萃分析。
方法
本研究采用荟萃分析方法，整合各项研究结果，以明确心理和教育干预的效果。为此，选取了57项方法被认可的研究并对其进行荟萃分析。研究工具为一份荟萃分析清单。
结果
报告了心理教育干预对改善数学障碍学生（效应量为0.57）、书写障碍学生（效应量为0.50）和阅读障碍学生（效应量为0.55）学业成绩的有效性的效应量。
结论
荟萃分析结果表明，根据科恩量表，效应量高于平均水平，可以说教育和心理干预提高了学习障碍学生的学业成绩。
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