Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature.
This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion...
| Publicado en: | Learning Disability Quarterly Vol. 44; no. 4; pp. 248 - 261 |
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| Autores principales: | , , , |
| Formato: | equations & formulas research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=152818574&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 152818574 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07319487 DYW jtl: Learning Disability Quarterly issn: 07319487 maglogo: Y pubinfo: dt: Nov2021 vid: 44 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 152818574 148999155 152818574 152818574 10.1177/0731948721994843 152818574 ppf: 248 ppct: 13 formats: tig: atl: Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature. aug: au: Kong, Jennifer E. Yan, Christy Serceki, Allison Swanson, H. Lee affil: Chapman University, Orange, CA, USA sug: subj: Mathematics Education Problem Solving Education Students, Elementary Learning Disorders Rehabilitation Students with Disabilities Education Learning Disorders Risk Factors Task Performance and Analysis Evaluation Outcomes of Education Evaluation Human Systematic Review Meta Analysis Psycinfo ERIC Database Descriptive Statistics Effect Size Peer Group Interpersonal Relations ab: This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention. pubtype: Academic Journal doctype: equations & formulas meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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