Effectiveness of Psycho-Educational Interventions for Improving Academic Performance of Children with Mathematics Learning Disabilities
Message:
Abstract:
Objective
The aim of the current research was to investigate the effectiveness of early Psycho-Educational interventions in improving the academic performance of children with mathematics learning disabilities.
Methods
The study population consisted of 4th grade elementary male students with math learning disabilities in Esfahan in the educational year 2012-2013. Thirty such students were selected using multistage random cluster sampling and divided into experimental and control groups (each group consisted of 15 children). The data collection tools included: Wechsler Intelligence Scale for Children–Revised Fourth Edition, Dyscalculia Diagnostic Test, math academic performance test. Clinical interviews were also held. The design was quasi-experimental and the early psycho-educational intervention was performed in the experimental group. Data was analyzed by analysis of covariance.
Results
Findings indicate that early psycho-educational interventions can improve the academic performance of children with mathematics learning disabilities (p<0.001).
Conclusion
Early psycho-educational interventions (attention, memory, executive function) can considerably help students with math learning disabilities, as basic math learning skills are strengthened.
Language:
Persian
Published:
Middle Eastern Journal of Disability Studies, Volume:3 Issue: 3, 2014
Pages:
18 to 26
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