A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students with Learning Disabilities

Autor/inn/en	Kim, Sun A.; Bryant, Diane P.; Bryant, Brian R.; Shin, Mikyung; Ok, Min Wook
Titel	A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students with Learning Disabilities
Quelle	In: Remedial and Special Education, 44 (2023) 4, S.332-347 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Mikyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221117293
Schlagwörter	Computation; Intervention; Elementary School Students; Students with Disabilities; Learning Disabilities; Mathematics Instruction; Educational Research; Effect Size; Addition; Subtraction; Multiplication; Mathematics Skills + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Bildungsforschung; Pädagogische Forschung; Subtraktion; Multiplikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two group-design and 13 single-case design studies) published between 1989 and 2021. Whole number computation interventions demonstrated a statistically significant and large effect on whole number computation outcomes ([g-bar]= 3.74). The type of mathematical operations, type of whole number computation measures, and the number of instructional components did not significantly affect the magnitude of the effect size estimate. However, the results showed slightly larger average effect sizes for the addition problem, the accuracy measure, and the additional number of instructional components by one. The limitations and implications for the practice of the meta-analysis are discussed, and future research directions are proposed. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01