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首页> 外文期刊>Journal of Education and Health Promotion >Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran
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Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran

机译：对改善伊朗学习障碍学生学习成绩的心理和教育干预效果的荟萃分析

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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.
机译：前言：在充分注意学习障碍的重要性以及为预防这些疾病而提出改善这些障碍的干预措施的必要性的同时，本研究采用了对心理和教育干预措施对学习成绩产生影响的研究模型的荟萃分析。方法：采用荟萃分析法，综合各种研究结果，详细说明心理干预和教育干预的效果。按此顺序，选择了57项接受其方法论的研究，并对其进行了荟萃分析。结果：报道了心理教育干预措施对提高数学障碍学生（0.57），写作障碍（0.50）和阅读障碍（0.55）学生的学习成绩的影响作用的大小。结论：荟萃分析的结果表明，根据科恩的表，效应大小高于平均水平，可以说教育和心理干预可改善学习障碍学生的学习成绩。

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