A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

被引：14
作者：
Lei, Qingli [1 ]
Mason, Rose A. [2 ]
Xin, Yan Ping [1 ]
Davis, John L. [3 ]
David, Marie [1 ]
Lory, Catharine [4 ]
机构：
[1] Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USA
[2] Purdue Univ, W Lafayette, IN 47907 USA
[3] Univ Utah, Sch Psychol Program, Salt Lake City, UT 84112 USA
[4] Purdue Univ, Special Educ, W Lafayette, IN 47907 USA
来源：
LEARNING DISABILITIES RESEARCH & PRACTICE | 2020年 / 35卷 / 04期
关键词：
LANGUAGE LEARNERS; STRATEGY INSTRUCTION; SECONDARY STUDENTS; UPPER ELEMENTARY; SCHOOL STUDENTS; EFFECT SIZE; MATH; RISK; COMPREHENSION; CHILDREN;
D O I：
10.1111/ldrp.12233
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students' mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.
引用
收藏
页码：201 / 217
页数：17
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