Document Type
Article
Publication Date
3-1-2021
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.
Recommended Citation
Kong, J. E., Yan, C., Serceki, A., & Swanson, H. L. (2021). Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature. Learning Disability Quarterly. https://doi.org/10.1177/0731948721994843
Peer Reviewed
1
Copyright
Hammill Institute on Disabilities
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Learning Disability Quarterly in 2021 following peer review. The definitive publisher-authenticated version is available online at https://doi.org/10.1177/0731948721994843.