Comparing the effectiveness of timely intervention with the effectiveness of timely intervention along with family education on improving the cognitive ability of late learners

Abstract Purpose: This research was conducted with the aim of comparing the effectiveness of timely intervention and timely intervention along with family education on improving the academic ability and cognitive performance of late learners. Method: The research method was an experiment with a pre-test and a post-test with a control group. 36 late learners were considered as samples using available sampling method. They were replaced randomly in three groups (two experimental groups and one control group). The experimental groups were trained in 20 sessions of 90 minutes during one month. The data obtained from reading, math and writing prerequisite skills tests, Wechsler test for children, Leiter test and Goodinaf dummy were analyzed using covariance analysis method. Results: The results showed that timely intervention and timely intervention along with family education had an effect on the components of academic ability (reading, writing and math prerequisite skills). Also, the results showed that timely intervention and timely intervention along with family education had an effect on cognitive performance in Wechsler's test and Leiter's test, but did not affect Godinaf's dummy test. The results of Tukey's test also showed that timely intervention and timely intervention along with family education were significantly different from the control group in the components of academic ability. In addition, timely intervention along with family education has been more effective in reading prerequisite skills. However, timely intervention and timely intervention along with family education did not have different effectiveness in math and writing prerequisite skills. Also, the results of Tukey's test also showed that timely intervention and timely intervention along with family education in the Wechsler test were significantly different from the control group, but only timely intervention along with family education was significant in the Leiter test. In addition, timely intervention along with family education has been more effective in the Wechsler test. Timely intervention and timely intervention along with family education showed different effectiveness in the Wechsler test. Conclusion: The findings of this research confirmed the effectiveness of timely intervention and timely intervention along with family education on improving the academic ability and cognitive performance of late learners.