A Synthesis of Elementary Mathematics Interventions: Comparisons of Students with Mathematics Difficulty with and without Comorbid Reading Difficulty

Autor/inn/en	Powell, Sarah R.; Doabler, Christian T.; Akinola, Olayemi A.; Therrien, William J.; Maddox, Steven A.; Hess, Katherine E.
Titel	A Synthesis of Elementary Mathematics Interventions: Comparisons of Students with Mathematics Difficulty with and without Comorbid Reading Difficulty
Quelle	In: Journal of Learning Disabilities, 53 (2020) 4, S.244-276 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219419881646
Schlagwörter	Intervention; Reading Difficulties; Comorbidity; Mathematics Skills; Elementary School Students; Students with Disabilities; Educational Research; Classification; At Risk Students; Learning Problems; Learning Disabilities; Instructional Effectiveness; Mathematics Instruction; Children; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsforschung; Pädagogische Forschung; Classification system; Klassifikation; Klassifikationssystem; Lernproblem; Learning handicap; Lernbehinderung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Child; Kind; Kinder; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In this synthesis, we reviewed 65 studies involving elementary students (i.e., grades 1-5) identified with mathematics difficulty (MD) in which authors implemented a mathematics intervention. Of these studies, we identified 33 group designs, 9 quasi-experimental designs, and 23 single-case designs. We aimed to synthesize performance differences between students with MD with and without reading difficulty (RD). We identified three categories of students for analysis: Students with MD+RD, MD-alone, or MD-nonspecified (i.e., no reading information provided). Overall, 80% of studies included students with MD-nonspecified, and the interventions for these students demonstrated strong effects. For the limited number of studies with students with MD+RD or MD-alone, intervention effects were strong for students with MD+RD and variable for students with MD-alone. In the three studies directly comparing the performance of students with MD+RD versus MD-alone, we noted differential patterns of performance. To tailor interventions to student need, more research must be conducted to understand whether students with MD with variable reading profiles respond differentially to mathematics intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01