Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature

被引：12

作者：

Arizmendi, Genesis D. ^{[1
]}

Li, Jui-Teng ^{[1
]}

Van Horn, M. Lee ^{[2
,3
]}

Petcu, Stefania D. ^{[1
]}

Swanson, H. Lee ^{[2
]}

机构：

[1] Univ New Mexico, Albuquerque, NM 87131 USA

[2] Univ New Mexico, Educ Psychol, Albuquerque, NM 87131 USA

[3] Univ New Mexico, Methodol Grp, Albuquerque, NM 87131 USA

来源：

LEARNING DISABILITIES RESEARCH & PRACTICE | 2021年 / 36卷 / 01期

基金：

美国国家科学基金会;

关键词：

SINGLE-SUBJECT RESEARCH; MIDDLE SCHOOL STUDENTS; MATHEMATICS CURRICULUM; LEARNING-DISABILITIES; INSTRUCTION; CHILDREN; ACHIEVEMENT; STRATEGY; IDENTIFICATION; RISK;

D O I：

10.1111/ldrp.12239

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges' g of 0.26 in favor of the interventions relative to the control conditions, whereas single-subject studies yielded a mean Percentage of Non-Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single-subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one-to-one instruction. The implications for practice and future research are discussed.

引用

页码：56 / 75

页数：20

共 61 条

[1]

Abedi J., 2002, EDUC ASSESS, V8, P231, DOI DOI 10.1207/S15326977EA0803_02

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