Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

被引：54

作者：

Jitendra, Asha K. ^{[1
]}

Lein, Amy E. ^{[2
]}

Im, Soo-hyun ^{[1
]}

Alghamdi, Ahmed A. ^{[1
]}

Hefte, Scott B. ^{[1
]}

Mouanoutoua, John ^{[1
]}

机构：

[1] Univ Minnesota, 245 Educ Sci Bldg,56 E River Rd, Minneapolis, MN 55455 USA

[2] Bellarmine Univ, Louisville, KY USA

来源：

EXCEPTIONAL CHILDREN | 2018年 / 84卷 / 02期

关键词：

STRUGGLING READERS; EMPIRICAL-RESEARCH; SCHOOL-STUDENTS; INSTRUCTION; ALGEBRA; NEEDS; ADOLESCENTS; ACHIEVEMENT; CHILDREN; GRADES;

D O I：

10.1177/0014402917737467

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes (g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

引用

页码：177 / 196

页数：20

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