A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2022-08-20 DOI:10.1177/07419325221117293

S. A. Kim, D. Bryant, Brian R. Bryant, Mikyung Shin, M. Ok

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引用次数: 2

Abstract

The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two group-design and 13 single-case design studies) published between 1989 and 2021. Whole number computation interventions demonstrated a statistically significant and large effect on whole number computation outcomes ( g ¯ = 3.74). The type of mathematical operations, type of whole number computation measures, and the number of instructional components did not significantly affect the magnitude of the effect size estimate. However, the results showed slightly larger average effect sizes for the addition problem, the accuracy measure, and the additional number of instructional components by one. The limitations and implications for the practice of the meta-analysis are discussed, and future research directions are proposed.

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学习障碍学生整数计算干预的多水平荟萃分析

采用多水平荟萃分析方法，对K至5年级有学习障碍的在校学生进行了整数计算干预的效果进行了检验。应用稳健方差估计的相关分层效应模型，我们检验了1989年至2021年间发表的15篇同行评审文章和学位论文（两组设计和13项单案例设计研究）的干预效果。整数值计算干预措施对整数值计算结果的影响具有统计学意义（g=3.74）。数学运算的类型、整数值计算措施的类型和教学组成部分的数量对效应大小估计的大小没有显著影响。然而，结果显示，加法问题、准确性测量和教学组件的附加数量的平均效果大小略大。讨论了荟萃分析的局限性和对实践的启示，并提出了未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.