Journal
LEARNING DISABILITY QUARTERLY
Volume 44, Issue 4, Pages 248-260Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0731948721994843
Keywords
word-problem-solving intervention; elementary; at risk; math disabilities
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Word-problem-solving interventions have a significant positive effect on the accuracy of students with learning disabilities in elementary grades. Peer interaction and transfer instructions play a significant role in treatment outcomes. Intensive interventions in Grade 3 yield the largest effect sizes.
This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.
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