TY - JOUR

T1 - Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties

T2 - A meta-analysis

AU - Lein, Amy E.

AU - Jitendra, Asha K.

AU - Harwell, Michael R.

N1 - Publisher Copyright:
© 2020 American Psychological Association.

PY - 2020/10

Y1 - 2020/10

N2 - This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After removing 2 influential data points, 31 true-experimental or quasi-experimental studies (34 independent effect sizes) contributed effect sizes for this meta-analysis. Results of a random effects model showed that word problem solving interventions yielded a moderate positive mean effect size (g = 0.56, 95% confidence interval [0.40, 0.72]). The relation between word problem solving interventions and student learning was moderated by grade level, year of publication, type of measure, intervention model type, and implementer. On average, intervention effects were larger for (a) elementary grades than secondary grades, (b) studies published between 2000 and 2009, (c) researcher-developed than norm-referenced measures, (d) researcher implementers than teacher implementers. Results also showed intervention effects for schema-based transfer instruction were larger than those for schema-based instruction, strategy instruction, and other. These results support mathematics word problem solving interventions for students with LD and/or MD. We conclude by discussing directions for future research and implications for practice.

AB - This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After removing 2 influential data points, 31 true-experimental or quasi-experimental studies (34 independent effect sizes) contributed effect sizes for this meta-analysis. Results of a random effects model showed that word problem solving interventions yielded a moderate positive mean effect size (g = 0.56, 95% confidence interval [0.40, 0.72]). The relation between word problem solving interventions and student learning was moderated by grade level, year of publication, type of measure, intervention model type, and implementer. On average, intervention effects were larger for (a) elementary grades than secondary grades, (b) studies published between 2000 and 2009, (c) researcher-developed than norm-referenced measures, (d) researcher implementers than teacher implementers. Results also showed intervention effects for schema-based transfer instruction were larger than those for schema-based instruction, strategy instruction, and other. These results support mathematics word problem solving interventions for students with LD and/or MD. We conclude by discussing directions for future research and implications for practice.

KW - Learning disabilities

KW - Mathematics difficulties

KW - Mathematics word problem solving

KW - Metaanalysis

UR - http://www.scopus.com/inward/record.url?scp=85078032456&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85078032456&partnerID=8YFLogxK

U2 - 10.1037/edu0000453

DO - 10.1037/edu0000453

M3 - Article

AN - SCOPUS:85078032456

SN - 0022-0663

VL - 112

SP - 1388

EP - 1408

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

IS - 7

ER -