Mathematical Word Problem-Solving Interventions for Students With or at Risk for Mathematics Learning Disabilities: A Meta-Analysis

• In Event: Poster Session 13
  In Poster Session: Special Education and Math Interventions

Abstract

This meta-analysis synthesized findings from 28 group-design studies on word problem-solving instruction for students with or at-risk for mathematics learning disabilities, and assessed the relation between treatment effectiveness and study features. As 75% of the studies were in prior meta-analyses, a third purpose was to assess the relation between varying meta-analytic techniques and intervention effectiveness. A random effects model yielded a grand mean effect size of 0.99 (SE = 0.16). Group assignment, measure reliability, instructional setting and arrangement, duration, and mathematics task moderated treatment effectiveness. Two studies yielded effect sizes over four standard deviations above the grand mean. Exclusion of these reduced the grand mean effect size (g = 0.73, SE = 0.10) and impacted the results of moderator analyses.

Authors

• Amy Lein, University of Minnesota

• Asha K. Jitendra, University of Minnesota