The effect of ontime intervention on entering elementary school in slow learners

 Slow learners are progressing slower than their peers in their academic performance and need a lot of practice and repetition in teaching their concepts, so the purpose of this study is the effect of teaching the necessary skills to enter primary school in the form of early intervention educational package for slow learner beginners in the academic year of 2017-2018. Method: This quasi-experimental study used a pre-test and post-test design with a group. The statistical population consisted of all six and seven years old first graders (27 people) are studying in the city of Marivan in the academic year of 2017-2018, who had obtained a borderline intelligence score (70-85) in the assessment plan upon entering primary school. As a sample available, 19 people in this project underwent intervention and training in the necessary skills to enter primary school during 20 sessions. In this study, To analyze the data, descriptive statistics (mean, standard deviation, skew, elongation, etc.) were used with SPSS software. Also, for the effectiveness of the course, t-test (Hotellingchr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))s T-Squared) was used due to the normal distribution of data. Findings: The obtained results showed that there was a significant difference between the mean of pre-test and post-test of enhanced sub-skills at the level of 0.0001. Effect size values: 0.94, 0.78 and 8.98 were obtained, which shows the role of the independent variable on dependent variable. Conclusion: The results show that more attention should be paid to improving the skills of these slow learners in various fields and appropriate interventions should be made from an early age to provide the necessary ground for the development and training of these people.