TAILIEUCHUNG - Impact of early intervention on learning achievements of children (9-10 years) with learning disabilities

The present study has an attempt to find out the impact of early intervention on learning achievements of children (9 to 10 years) with learning disabilities (LD). The learning disability found among LD children both in control group and experimental group was assessed using standard scales such as Behavior Checklist for Screening Learning Disabled children (), Checklist for writing errorNational institute of mental health and neurosciences (NIMHANS) tool and self esteem by Battle’s Self-Esteem Inventory for children. The learning interventions including phonology, morphology, semantics, syntax and pragmatics were given to experimental group consisted of 60 LD children for six months period. The control group was not given intervention. It was observed that there was a significant difference between the mean scores for behavioral characteristics before and after intervention in control and experimental group. It was concluded that learning intervention improved the behavior of the LD children. The results revealed that the lowest percentage of occurrence of writing error in LD children was found under the category of high frequency of mistakes after intervention. The self esteem total score for control group and experimental group were low as and before intervention respectively, and it was low () in control group and intermediate () in experimental group after intervention. | Impact of early intervention on learning achievements of children (9-10 years) with learning disabilities

• Giáo dục học
• Learning achievements
• Early intervention
• Learning achievements of children
• Learning disabilities
• Experimental group was assessed
• Early childhood
• ECCD experience
• Early Childhood Care
• Learning achievements of the students
• Sociocultural theory
• Peer interaction
• Language learning
• Higher mental achievements
• English speaking