Journal of Speech and Hearing Disorders · 1987 · 76 citations · 0 references
EducationSpecial EducationSpeech-language PathologyCommunication DisordersLearning DisabilitiesPediatric Speech-language PathologyLanguage DisordersLanguage ImpairmentLanguage InterventionLanguage RehabilitationLanguage-based Learning DisabilitiesSpeech RehabilitationChild Language DisordersLanguage-based InterventionLearning Disabilities InterventionPediatric Speech-language InterventionSpeech-language Remediation
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.