Effectiveness of Language Intervention with the Language/Learning Disabled

Abstract

This paper uses a recta-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 < .05) ES differences for subject and treatment characteristics. The nature of the differences and their relationship to intervention are discussed.