A Meta‐Analysis of Single‐Case Research on Mathematics Word Problem‐Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

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. * References marked with an asterisk indicate studies in the meta-analysis.

When literacy ate language: An analysis of a research‐based literacy intervention for designated English Learners

“…For example, a teacher may ask, “Who is the main character?” The students may respond with “The chicken.” Reporting has the purpose of discrete comprehension checks but does not go beyond the identification level. Discussion is the next level and involves at least three or more exchanges between students and/or teachers and requires more expansive language use (Lei et al, 2019; Morita‐Mullaney & Renn, 2017; Morita‐Mullaney et al, 2020a). The back‐and‐forth nature of a discussion creates the conditions for students operating more descriptively at the sentence level and beyond.…”

Rational Number Interventions for Students With Mathematics Difficulties: A Meta-Analysis

“…Next, the following covariates were added to the model: (a) percentage of CEC quality indicators met as a continuous variable; (b) measure of transfer (i.e., proximal = 1, distal = 0); (c) dosage in sessions as a continuous variable; (d) implementer of intervention (i.e., researcher = 1, teacher = 0); (e) size of instructional group (i.e., small group = 1, large group = 0); (f) grade-level (i.e., elementary = 1, secondary = 0); (f) use of length models (i.e., yes = 1, no = 0); and (g) research design (i.e., group design = 1, SCRD = 0). These covariates were chosen a priori due to having previously moderated overall effect sizes of mathematics interventions (i.e., dosage [Stevens et al, 2018]; implementer [Lei et al, 2020]; grouping [Dennis, Sharp, et al, 2016]; research design [Ennis & Losinski, 2019a]; grade level [Dennis, Sharp, et al, 2016;Dennis, Knight, et al, 2016]). The use of length models was selected as a covariate based on the What Works Clearinghouse (WWC) practice guide for improving fraction performance (Siegler et al, 2011) and the notion that length models emphasize magnitude, a foundational concept for constructing rational number understanding (Fennel & Karp, 2017;Siegler, 2016;Van Hoof et al, 2018;Woodward, 2017).…”

Research on Mathematics Problem Solving in Elementary Education Conducted from 1969 to 2021: A Bibliometric Review

“…To synthesise the findings of past-related studies, several researchers (e.g, Cook et al, 2020;Lei et al, 2020;Peltier & Vannest, 2017) have conducted meta-analyses of the literature on problem solving interventions. For example, Lei et al (2020) have conducted a meta-analysis of 10 single-subject case studies to determine the magnitude of the effect of interventions in improving the word problem solving performance of English Learners with learning disabilities and mathematics difficulties. Besides, Cook et al (2020) have reviewed 10 relevant articles to determine the evidence base classification of schema-based instruction for improving word problem solving abilities of students with learning disabilities in Grades K-12.…”