Effective Interventions for English Learners With Learning Disabilities: A Review of Single-Subject Design Studies

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-17 - Special Education Research SIG Roundtable Discussion 1

Abstract

This article reviews published single case design studies (2000–2015) that evaluated the effects of providing interventions to English learners who were at risk for experiencing academic difficulties, including those students with identified learning disabilities. Criteria included the following: (a) the study was published in a peer-refereed journal; (b) the study included an intervention for English learners at risk or with a learning disability in grades K-12; (c) information about fidelity of implementation was reported. Eight studies met these criteria. Visual analysis of results show that overall the interventions were effective. In the six studies that calculating effect sizes was possible, effect sizes ranged for very small to quite large and varied for each intervention and outcome variables within interventions.

Authors

• Cara Richards-Tutor, California State University - Long Beach

• Doris Luft Baker, Southern Methodist University

• Anthony Sparks, Southern Methodist University

• Rebecca Canges, Metropolitan State University of Denver