Literaturnachweis - Detailanzeige
Autor/inn/en | Lei, Qingli; Mason, Rose A.; Xin, Yan Ping; Davis, John L.; David, Marie; Lory, Catharine |
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Titel | A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties |
Quelle | In: Learning Disabilities Research & Practice, 35 (2020) 4, S.201-217 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lei, Qingli) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0938-8982 |
DOI | 10.1111/ldrp.12233 |
Schlagwörter | Meta Analysis; Problem Solving; Mathematics Instruction; Intervention; Learning Disabilities; Teaching Methods; English Language Learners; Outcomes of Education; Word Problems (Mathematics) |
Abstract | This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students' mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |