Loading…

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

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 vari...

Full description

Saved in:

Bibliographic Details
Published in:	Remedial and Special Education 2021-12, Vol.42 (6), p.398-411
Main Authors:	Shin, Mikyung, Bryant, Diane P., Powell, Sarah R., Jung, Pyung-Gang, Ok, Min Wook, Hou, Fangjuan
Format:	Article
Language:	English
Subjects:	Common Core State Standards Educational Research Elementary Secondary Education Learning Disabilities Mathematical problems Mathematics Mathematics education Mathematics Instruction Mathematics Skills Meta-analysis Problem Solving Program Effectiveness Students with Disabilities Systematic review Word Problems (Mathematics)
Citations:	Items that this one cites Items that cite this one
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

cited_by	cdi_FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63
cites	cdi_FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63
container_end_page	411
container_issue	6
container_start_page	398
container_title	Remedial and Special Education
container_volume	42
creator	Shin, Mikyung Bryant, Diane P. Powell, Sarah R. Jung, Pyung-Gang Ok, Min Wook Hou, Fangjuan
description	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.
doi_str_mv	10.1177/0741932520964918
format	article
fullrecord	<record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2592202464</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1317869</ericid><sage_id>10.1177_0741932520964918</sage_id><sourcerecordid>2592202464</sourcerecordid><originalsourceid>FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63</originalsourceid><addsrcrecordid>eNp1kM1LwzAYxoMoOKd3L0LAczRfbdrjmF-TieKUHUuWvt0yu3Ym6WH_vRkVBcFTDr_f87zkQeic0SvGlLqmSrJc8ITTPJU5yw7QgCUiI1Il6SEa7DHZ82N04v2aUspUxgfoY4SfIGgyanS989bjtsIz2yxrIGPtAb-CB-3MCrcNnreuJC-uXdSwwZPGB9eZYCOoWodnoSuhCR7PbVjhaQw1sQbfWK8XtrbBgj9FR5WuPZx9v0P0fnf7Nn4g0-f7yXg0JUYoEYhhCQfNMy2plMIsshQYlWBUlkCWSG4kT3MouYqaElSbvJKG6bxiholSp2KILvverWs_O_ChWLedix_0BU9yzimXqYwW7S3jWu8dVMXW2Y12u4LRYj9p8XfSGLnoI-Cs-dFvH5mIY6Z55KTnXi_h9-i_fV8od37f</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2592202464</pqid></control><display><type>article</type><title>A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>ERIC</source><source>SAGE</source><creator>Shin, Mikyung ; Bryant, Diane P. ; Powell, Sarah R. ; Jung, Pyung-Gang ; Ok, Min Wook ; Hou, Fangjuan</creator><creatorcontrib>Shin, Mikyung ; Bryant, Diane P. ; Powell, Sarah R. ; Jung, Pyung-Gang ; Ok, Min Wook ; Hou, Fangjuan</creatorcontrib><description>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.</description><identifier>ISSN: 0741-9325</identifier><identifier>EISSN: 1538-4756</identifier><identifier>DOI: 10.1177/0741932520964918</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Common Core State Standards ; Educational Research ; Elementary Secondary Education ; Learning Disabilities ; Mathematical problems ; Mathematics ; Mathematics education ; Mathematics Instruction ; Mathematics Skills ; Meta-analysis ; Problem Solving ; Program Effectiveness ; Students with Disabilities ; Systematic review ; Word Problems (Mathematics)</subject><ispartof>Remedial and Special Education, 2021-12, Vol.42 (6), p.398-411</ispartof><rights>Hammill Institute on Disabilities 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63</citedby><cites>FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63</cites><orcidid>0000-0001-7907-9193</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>313,314,780,784,792,27922,27924,27925,30999,79364</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1317869$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Shin, Mikyung</creatorcontrib><creatorcontrib>Bryant, Diane P.</creatorcontrib><creatorcontrib>Powell, Sarah R.</creatorcontrib><creatorcontrib>Jung, Pyung-Gang</creatorcontrib><creatorcontrib>Ok, Min Wook</creatorcontrib><creatorcontrib>Hou, Fangjuan</creatorcontrib><title>A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities</title><title>Remedial and Special Education</title><description>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.</description><subject>Common Core State Standards</subject><subject>Educational Research</subject><subject>Elementary Secondary Education</subject><subject>Learning Disabilities</subject><subject>Mathematical problems</subject><subject>Mathematics</subject><subject>Mathematics education</subject><subject>Mathematics Instruction</subject><subject>Mathematics Skills</subject><subject>Meta-analysis</subject><subject>Problem Solving</subject><subject>Program Effectiveness</subject><subject>Students with Disabilities</subject><subject>Systematic review</subject><subject>Word Problems (Mathematics)</subject><issn>0741-9325</issn><issn>1538-4756</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7QJ</sourceid><recordid>eNp1kM1LwzAYxoMoOKd3L0LAczRfbdrjmF-TieKUHUuWvt0yu3Ym6WH_vRkVBcFTDr_f87zkQeic0SvGlLqmSrJc8ITTPJU5yw7QgCUiI1Il6SEa7DHZ82N04v2aUspUxgfoY4SfIGgyanS989bjtsIz2yxrIGPtAb-CB-3MCrcNnreuJC-uXdSwwZPGB9eZYCOoWodnoSuhCR7PbVjhaQw1sQbfWK8XtrbBgj9FR5WuPZx9v0P0fnf7Nn4g0-f7yXg0JUYoEYhhCQfNMy2plMIsshQYlWBUlkCWSG4kT3MouYqaElSbvJKG6bxiholSp2KILvverWs_O_ChWLedix_0BU9yzimXqYwW7S3jWu8dVMXW2Y12u4LRYj9p8XfSGLnoI-Cs-dFvH5mIY6Z55KTnXi_h9-i_fV8od37f</recordid><startdate>202112</startdate><enddate>202112</enddate><creator>Shin, Mikyung</creator><creator>Bryant, Diane P.</creator><creator>Powell, Sarah R.</creator><creator>Jung, Pyung-Gang</creator><creator>Ok, Min Wook</creator><creator>Hou, Fangjuan</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>NAPCQ</scope><orcidid>https://orcid.org/0000-0001-7907-9193</orcidid></search><sort><creationdate>202112</creationdate><title>A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities</title><author>Shin, Mikyung ; Bryant, Diane P. ; Powell, Sarah R. ; Jung, Pyung-Gang ; Ok, Min Wook ; Hou, Fangjuan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Common Core State Standards</topic><topic>Educational Research</topic><topic>Elementary Secondary Education</topic><topic>Learning Disabilities</topic><topic>Mathematical problems</topic><topic>Mathematics</topic><topic>Mathematics education</topic><topic>Mathematics Instruction</topic><topic>Mathematics Skills</topic><topic>Meta-analysis</topic><topic>Problem Solving</topic><topic>Program Effectiveness</topic><topic>Students with Disabilities</topic><topic>Systematic review</topic><topic>Word Problems (Mathematics)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Shin, Mikyung</creatorcontrib><creatorcontrib>Bryant, Diane P.</creatorcontrib><creatorcontrib>Powell, Sarah R.</creatorcontrib><creatorcontrib>Jung, Pyung-Gang</creatorcontrib><creatorcontrib>Ok, Min Wook</creatorcontrib><creatorcontrib>Hou, Fangjuan</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Remedial and Special Education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Shin, Mikyung</au><au>Bryant, Diane P.</au><au>Powell, Sarah R.</au><au>Jung, Pyung-Gang</au><au>Ok, Min Wook</au><au>Hou, Fangjuan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1317869</ericid><atitle>A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities</atitle><jtitle>Remedial and Special Education</jtitle><date>2021-12</date><risdate>2021</risdate><volume>42</volume><issue>6</issue><spage>398</spage><epage>411</epage><pages>398-411</pages><issn>0741-9325</issn><eissn>1538-4756</eissn><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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0741932520964918</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0001-7907-9193</orcidid><oa>free_for_read</oa></addata></record>
fulltext	fulltext
identifier	ISSN: 0741-9325
ispartof	Remedial and Special Education, 2021-12, Vol.42 (6), p.398-411
issn	0741-9325 1538-4756
language	eng
recordid	cdi_proquest_journals_2592202464
source	Applied Social Sciences Index & Abstracts (ASSIA); ERIC; SAGE
subjects	Common Core State Standards Educational Research Elementary Secondary Education Learning Disabilities Mathematical problems Mathematics Mathematics education Mathematics Instruction Mathematics Skills Meta-analysis Problem Solving Program Effectiveness Students with Disabilities Systematic review Word Problems (Mathematics)
title	A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities
url	http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-27T10%3A32%3A20IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Meta-Analysis%20of%20Single-Case%20Research%20on%20Word-Problem%20Instruction%20for%20Students%20With%20Learning%20Disabilities&rft.jtitle=Remedial%20and%20Special%20Education&rft.au=Shin,%20Mikyung&rft.date=2021-12&rft.volume=42&rft.issue=6&rft.spage=398&rft.epage=411&rft.pages=398-411&rft.issn=0741-9325&rft.eissn=1538-4756&rft_id=info:doi/10.1177/0741932520964918&rft_dat=%3Cproquest_cross%3E2592202464%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c373t-c152ea28a40443cb86e104ec785e8542c4269ed2752e730ac9f4c1a9f1c13da63%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2592202464&rft_id=info:pmid/&rft_ericid=EJ1317869&rft_sage_id=10.1177_0741932520964918&rfr_iscdi=true