Educational interventions for children's learning difficulties
Abstract
This chapter considers evidence for the efficacy of educational interventions for learning disorders in children. We consider interventions for reading disorders (dyslexia and reading comprehension impairment), language disorders and mathematics disorder. We will also briefly consider evidence relating to educational interventions for children with general learning difficulties. In addition to interventions designed for specific disorders we consider evidence for some recent approaches that have been claimed to have quite general effects on cognitive functioning in diverse groups of children.
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Intensive targeted educational interventions can improve word reading difficulties and reading and language comprehension problems.
“In this vein, there is good evidence that difficulties with word reading and problems with reading and language comprehension can be improved by intensive, targeted educational interventions (see Hulme & Melby-Lervåg, 2015).”
From Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” (2016) · cites this paper as Hulme & Melby-Lervåg, 2015
Cites
Training and plasticity of working memory
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Improving language and literacy is a matter of time
Tallal, P. (2004) · Nature Reviews Neuroscience · doi:10.1038/nrn1499 · Cited by 488 · see citing works
Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial
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Self-citationSwanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410378444 · Cited by 199 · see citing works
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Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016) · Perspectives on Psychological Science · doi:10.1177/1745691616635612 · Cited by 910 · see citing works
“In this vein, there is good evidence that difficulties with word reading and problems with reading and language comprehension can be improved by intensive, targeted educational interventions (see Hulme & Melby-Lervåg, 2015).”
Self-citation
- Authors
- Hulme, C., & Melby‐Lervåg, M.
- Affiliations
- University College London (GB)
- University of Oslo (NO)
- Venue
- Rutter's Child and Adolescent Psychiatry
- Publisher
- Wiley
- Published
- 2015-07-10
- Pages
- 533-544
- OpenAlex
- W1217443830
- Cited by
- 8
- References
- 6
- Citations by year
- 2023: 2 · 2020: 1 · 2019: 2 · 2016: 3
- Type
- other
- Language
- en
- Open access
- closed
- Locations
- Wiley eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- educational intervention, learning difficulties, dyslexia, language disorders, intervention efficacy, cognitive function, children
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