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A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students with Learning Disabilities

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Title: A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students with Learning Disabilities
Language: English
Authors: Shin, Mikyung (ORCID 0000-0001-7907-9193), Bryant, Diane P., Powell, Sarah R., Jung, Pyung-Gang, Ok, Min Wook, Hou, Fangjuan
Source: Remedial and Special Education. Dec 2021 42(6):398-411.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Students with Disabilities, Learning Disabilities, Elementary Secondary Education, Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Mathematics Skills, Educational Research, Common Core State Standards, Program Effectiveness
DOI: 10.1177/0741932520964918
ISSN: 0741-9325
Abstract: In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1317869
Database: ERIC
FullText Text:
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  Data: A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students with Learning Disabilities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Shin%2C+Mikyung%22">Shin, Mikyung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7907-9193">0000-0001-7907-9193</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bryant%2C+Diane+P%2E%22">Bryant, Diane P.</searchLink><br /><searchLink fieldCode="AR" term="%22Powell%2C+Sarah+R%2E%22">Powell, Sarah R.</searchLink><br /><searchLink fieldCode="AR" term="%22Jung%2C+Pyung-Gang%22">Jung, Pyung-Gang</searchLink><br /><searchLink fieldCode="AR" term="%22Ok%2C+Min+Wook%22">Ok, Min Wook</searchLink><br /><searchLink fieldCode="AR" term="%22Hou%2C+Fangjuan%22">Hou, Fangjuan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. Dec 2021 42(6):398-411.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 14
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  Data: 2021
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: 10.1177/0741932520964918
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  Group: ISSN
  Data: 0741-9325
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1317869
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        Value: 10.1177/0741932520964918
    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
        StartPage: 398
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Word Problems (Mathematics)
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      – SubjectFull: Educational Research
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      – SubjectFull: Common Core State Standards
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      – SubjectFull: Program Effectiveness
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      – TitleFull: A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students with Learning Disabilities
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            NameFull: Shin, Mikyung
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            NameFull: Hou, Fangjuan
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