A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students with Learning Disabilities

Autor/inn/en	Shin, Mikyung; Bryant, Diane P.; Powell, Sarah R.; Jung, Pyung-Gang; Ok, Min Wook; Hou, Fangjuan
Titel	A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students with Learning Disabilities
Quelle	In: Remedial and Special Education, 42 (2021) 6, S.398-411 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Mikyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932520964918
Schlagwörter	Students with Disabilities; Learning Disabilities; Elementary Secondary Education; Word Problems (Mathematics); Problem Solving; Mathematics Instruction; Mathematics Skills; Educational Research; Common Core State Standards; Program Effectiveness + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Textaufgabe; Problemlösen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsforschung; Pädagogische Forschung; Common core curriculum; Curriculum; Kerncurriculum
Abstract	In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01