Interventions to Improve Fraction Skills for Students with Disabilities: A Meta-Analysis

Autor/inn/en	Ennis, Robin Parks; Losinski, Mickey
Titel	Interventions to Improve Fraction Skills for Students with Disabilities: A Meta-Analysis
Quelle	In: Exceptional Children, 85 (2019) 3, S.367-386 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennis, Robin Parks)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918817504
Schlagwörter	Students with Disabilities; Fractions; Intervention; Mathematics Instruction; At Risk Students; Educational Research; Effect Size; Instructional Effectiveness; Direct Instruction; Modeling (Psychology); Video Technology; Teaching Methods + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Proficiency with fractions is one of the most significant predictors of later mathematics achievement. However, there are currently no meta-analyses that assess the literature base on fractions for students with or at risk for disabilities using quality indicators. We applied the 2014 Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC EBP) to 21 studies, both single-case and group designs, with instructionally based fraction interventions, published from 1986 to 2017. Ten of the included studies met all of the CEC EBP quality indicators, and effect sizes ranged from g = 0.42 to 11.51 across interventions. Publication bias was mixed but limited across the research base. Included studies examined the effects of anchored instruction, explicit instruction, graduated instruction, strategy instruction, and video modeling; explicit instruction was determined to be an evidence-based practice when applying the CEC EBP standards. We offer limitations and directions for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01