Mathematical interventions for secondary students with learning disabilities and mathematics difficulties: A meta-analysis

Asha K. Jitendra, Amy E. Lein, Soo Hyun Im, Ahmed A. Alghamdi, Scott B. Hefte, John Mouanoutoua

Research output: Contribution to journalArticlepeer-review

22 Scopus citations

Abstract

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes (g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

Original languageEnglish (US)
Pages (from-to)177-196
Number of pages20
JournalExceptional children
Volume84
Issue number2
DOIs
StatePublished - Jan 1 2018

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