Nye C, Foster S H, Seaman D
Northern Arizona University, Flagstaff.
J Speech Hear Disord. 1987 Nov;52(4):348-57. doi: 10.1044/jshd.5204.348.
This paper uses a meta-analytic procedure to assess the effectiveness of language intervention with the language/learning disabled. A total of 43 studies were coded and analyzed for design, subject, and treatment characteristics. A mean effect size (ES) of 1.041 was achieved suggesting that the average language-disordered child moved from the 50th percentile to the 85th percentile as a result of language intervention. An analysis of the data for this study revealed several significant (p less than .05) ES differences for subject and treatment characteristics. The nature of the differences and their relationship to intervention are discussed.
本文采用元分析程序来评估针对语言/学习障碍者的语言干预效果。总共对43项研究的设计、受试者和治疗特征进行了编码和分析。得到的平均效应量（ES）为1.041，这表明接受语言干预后，语言障碍儿童的平均成绩从第50百分位提升到了第85百分位。对本研究数据的分析揭示了受试者和治疗特征方面存在几个显著的（p小于0.05）效应量差异。文中讨论了这些差异的性质及其与干预的关系。
