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Fördermethoden

Zur Effektivität von Fördermethoden bei Kindern und Jugendlichen mit Lernstörungen

Eine Synopse vorliegender Metaanalysen

Published Online:October 11, 2006https://doi.org/10.1026/0942-5403.15.4.239

Abstract

Zusammenfassung. Zur Effektivität von Interventionsansätzen bei Kindern und Jugendlichen mit Lernstörungen existieren mittlerweile nicht nur zahllose Einzelstudien, sondern bereits auch sehr viele zusammenfassende Überblicksarbeiten in Form von Metaanalysen. In der vorliegenden Arbeit wird der Versuch unternommen, alle diese einschlägigen Konglomerate zu sichten und daraus allgemeine Aussagen über den Nutzen von Ansätzen zur Lernförderung zu formulieren. Die Ergebnisse aus 26 identifizierten Metaanalysen weisen die Direkte Instruktion, die Strategieinstruktion, das Selbstinstruktionstraining, das Tutorielle Lernen und eine computergestützte Förderung insgesamt als die effektivsten Methoden aus. Ein freies, entdeckendes, kindzentriertes und konstruktivistisches Vorgehen bzw. konkrete Konzepte aus dem Bereich der Wahrnehmungstrainings, der psychomotorischen Förderung sowie der Musik- und Kunsttherapie erscheinen hingegen weit weniger angebracht zu sein. Die Bedeutung dieser Befunde für die Praxis wird diskutiert.


On the efficacy of intervention methods for children and adolescents with learning problems: A synopsis of available meta-analyses

Abstract. There are not only countless single studies dealing with the efficacy of intervention strategies for children and adolescents with learning problems, but by now also numerous summarizing reviews in the form of meta-analyses. In this study, the attempt is made to examine all relevant synopses and formulate general statements on their basis about the benefits of methods to foster learning. The results from 26 identified meta-analyses reveal that direct instruction, strategy instruction, peer tutoring, and computer-assisted instruction are generally the most effective methods. A free, exploring, child-centred, and constructivist approach or specific concepts within the realms of perceptual training, motor training, and music or art therapy appear to be far less appropriate. Discussion focuses on the practical implications of these findings.

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