Word-Problem-Solving Interventions for Elementary Students with Learning Disabilities: A Selective Meta-Analysis of the Literature

Autor/inn/en	Kong, Jennifer E.; Yan, Christy; Serceki, Allison; Swanson, H. Lee
Titel	Word-Problem-Solving Interventions for Elementary Students with Learning Disabilities: A Selective Meta-Analysis of the Literature
Quelle	In: Learning Disability Quarterly, 44 (2021) 4, S.248-260 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kong, Jennifer E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948721994843
Schlagwörter	Word Problems (Mathematics); Problem Solving; Intervention; Elementary School Students; Students with Disabilities; Learning Disabilities; Meta Analysis; Program Effectiveness + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Meta-analysis; Metaanalyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01