Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties

Lamminmäki, Tuija; Ahonen, Timo; Barra, Helena Todd de; Tolvanen, Asko; Michelsson, Katarina; Lyytinen, Heikki

doi:10.1177/002221949703000308

Cited by 8 publications

(4 citation statements)

References 42 publications

(24 reference statements)

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“…Lamminmaki et al (1997a) found an effect favoring their homework assistance control group for reading and mathematics, but there was not sufficient information to calculate effect sizes. Lamminmaki et al (1997b)-in a study that extended Lamminmaki et a!. (1997a)-found a statistically significant effect favoring intervention for reading (ES = 0.50) but not for mathematics or writing.…”

Section: Interventions For Multiple Cognitive Processesmentioning

confidence: 79%

“…PREP was the focus of five studies (Boden & Kirby, 1995;Carlson & Das, 1997, Studies A and B;Das, Mishra, &: Pool, 1995;Papadopoulos, Charalambous, Kanari, & Loizou, 2004). Lamminmaki et al (1997a;1997b), Aro, Ahonen, Tolvanen, Lyytinen, and Todd de Barra (1999), and Mantzicopoulos et al (1992, Study B) also targeted a range of cognitive processes, including spatial and temporal orientation, perceptual skills, language skills, and skill integration, in addition to academic elements such as reading or numerical skills. We assigned a quality rating to this group in the average range (M= 3.83; SD = 0.83).…”

Section: Interventions For Multiple Cognitive Processesmentioning

confidence: 99%

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Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?

Kearns

Fuchs

2013

Exceptional Children

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r: Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of scholarly journals were searched; 239 references were identified; and 50 pertinent studies were analyzed to determine the effects of cognitively focused instruction-delivered alone or in combination with academic instruction-on students described as demonstrating poor academic achievement, learning disabilities, or specific cognitive deficits. Findings suggest that several cognitive interventions accelerated low-achieving students' academic progress. Nevertheless, when the research is taken as a whole-when the pertinent studies and the interventions they describe are considered with regard to their content, quality, and results-we conclude that it does not support the use of cognitively focused instruction at this time. Implications for future research are discussed.

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Section: Interventions For Multiple Cognitive Processesmentioning

confidence: 79%

Section: Interventions For Multiple Cognitive Processesmentioning

confidence: 99%

Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?

Kearns

Fuchs

2013

Exceptional Children

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“…Also, the simpler token reinforcement system and non-monetary rewards are likely to be more appealing to parents. While more personnel intensive studies such as the neurocognitive programme conducted by Lamminmaki et al (1997) may benefit some children, their work shows that for some, home-based instruction may bring about just as much change. We would argue, however, that unless the parents are shown how to do this, then any change brought about by specialist work in the classroom or home will not be as great as might be achieved when motivated parents provide appropriate reading strategies for their children.…”

Section: Discussionmentioning

confidence: 99%

“…Most recently Lamminmaki, Ahonen, de Barra, Tolvanen, Michelsson and Lyttinen (1997) compared a neurocognitive treatment with a homework assistance programme. The former consisted of specialist input on perceptual, numerical and expressive language skills, provided by psychologists, speech therapists, physiotherapists and special education teachers.…”

Section: Introductionmentioning

confidence: 99%

Helping parents to read with their children: evaluation of an individual and group reading motivation programme

Collins

Matthey

2001

Journal Research in Reading

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Twenty-two primary school children, aged 6±12 years, who were experiencing significant reading difficulties, were allocated to one of two parent-instruction treatment conditions according to the parent's preference. The treatments were based upon learning-theory principles, and were aimed at teaching the parents optimal ways of helping their child learn to read. One condition involved the parent and child being seen individually by the therapist twice a week over five weeks. The other condition involved the parents meeting as a group for three weekly sessions, and then as a group with their children for the final two sessions. The same learningtheory principles were taught in both treatment conditions. Seven children who were awaiting treatment provided waiting-list control data over a five-week period. Outcome measures of the children's reading level and reading self-concept, and the parents' stress levels during reading-time showed significant improvements for those in the individual treatment condition, and this improvement was maintained at a follow-up after two months. While there were some gains for those in the group treatment condition, these were not maintained by the two-month follow-up.

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

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Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties

Cited by 8 publications

References 42 publications

Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?

Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?

Helping parents to read with their children: evaluation of an individual and group reading motivation programme

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

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