Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study

Q4 Medicine

Neuropsychiatrie de l''Enfance et de l''Adolescence Pub Date : 2025-06-01 DOI:10.1016/j.neurenf.2025.03.001

C. Billard , S. Gassama , M. Touzin , A. Mirassou , A. Munnich , J.-C. Thalabard

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引用次数: 0

Abstract

Aim

This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.

Method

In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with learning difficulties (LDs) in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (n = 76) were assigned to 35-session written French (Fr) or math (Ma) teacher-led interventions under researcher supervision. Control students (n = 25) participated in none. Intervention effects were measured by comparing differences in initial (T0), immediate postintervention (T2), and delayed postintervention (T3) test scores for different subgroups.

Results

By T2, in the experimental group, deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among Fr intervention participants than among controls (P < 0.001). Ma intervention participants made greater progress in problem-solving, numeration, and subtraction (P < 0.0001 to P < 0.05).

Interpretation

While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle-school LDs.

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教学干预对中学生书面语言或数学学习困难的影响：一项非随机对照研究

目的本研究调查了法国青少年学习困难（LDs）的教学干预措施，这是一个在英语圈讨论但仍未充分探索的主题。方法在188名六年级和七年级学生的队列中，从BMT-i系列中选择测试，根据书面语言或数学评估的标准参考分数低于20百分位，确定中学生有学习缺陷。经过筛选，117名在书面语言、数学或两者兼有学习困难的学生被选中。在征得家长的书面同意后，实验学生（n = 76）在研究者的监督下被分配到35节法语（Fr）或数学（Ma）教师主导的干预。对照学生（n = 25）不参加任何活动。通过比较不同亚组的初始（T0）、立即干预后（T2）和延迟干预后（T3）测试分数的差异来衡量干预效果。结果到T2时，实验组在阅读流畅性和理解、计算和心算方面的缺陷完全消退，拼写和问题解决方面的缺陷减弱；在对照组中，缺陷总体上仍然很突出。效果持续到T3。干预组在阅读理解方面的改善大于对照组(P <；0.001)。Ma干预参与者在解决问题、计算和减法方面取得了更大的进步(P <；0.0001到P <；0.05)。解释：虽然需要更大规模的对照试验来证实它们，但这些发现强调了教学干预对补救中学学习障碍的价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Neuropsychiatrie de l''Enfance et de l''Adolescence Medicine-Pediatrics, Perinatology and Child Health

CiteScore

0.60

自引率

0.00%

发文量

期刊介绍： Organ of the Société française de psychiatrie de enfant et de adolescent, Neuropsychiatrie de enfance et de adolescence tackles all fields of child-adolescent psychiatry and offers a link between field and clinical work. As a reference and training tool for students and practitioners, the journal publishes original papers in child psychiatry as well as book reviews and conference reports. Each issue also offers a calendar of the main events dealing with the speciality.