Meta-analysis of the role of gender and age of the subjects on the effectiveness of educational and therapeutic interventions in learning disorders

• Main Authors: saeed mohammadi molod, avad mesrabadi, Ramin Habibi-Kaleybar
• Format: Article
• Language: fas
• Published: Allameh Tabataba'i University Press 2018-11-01
• Series: Ravānshināsī-i Afrād-i Istis̠nāyī
• Subjects: dyslexia learning disorders meta-analysis meta-regression educational and therapeutic interventions
• Online Access: http://jpe.atu.ac.ir/article_9585_d05441847f7e127fabc970eda0b4ec52.pdf

The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic interventions on learning disorders; the meta-analysis method was performed. The statistical population of the present study was all available studies on the effectiveness of educational, therapeutic and psychological interventions on types of learning disabilities (including dyslexia, dysgraphia, and math disorders). After applying the entry and exit criteria, 128 research were selected as sample. Of these studies, 623 effects size were extracted and analyzed by CMA2 software. The results showed that the combined effect size of educational and therapeutic interventions on learning disabilities was significant in both fixed and random models (P≤0.001) and, based on interpretative criteria, a large amount was evaluated. Also, the results of evaporation and independent t-test showed that the effect of age and gender as moderating variables was not significant (P≤0.001). Therefore, it can be concluded that educational and therapeutic interventions have very good efficacy and the variables of gender and age of the subject have no effect on the effectiveness of interventions.