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ERIC Number: EJ974918
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 105
ISBN: N/A
ISSN: ISSN-0022-0671
A Follow-Up Meta-Analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties
Zhang, Dake; Xin, Yan Ping
Journal of Educational Research, v105 n5 p303-318 2012
Following a meta-analysis study conducted by Y. P. Xin and A. Jitendra (1999), the authors carried out a follow-up meta-analysis of word problem-solving interventions published from 1996 to 2009 for students with learning problems in mathematics. The authors examined the influence of education reforms as moderator variables on intervention effects, including inclusive movement, response to intervention model, standard movement, and mathematics education reform. The researchers analyzed 29 group-design studies and 10 single-subject-design studies that met the criteria for inclusion. Separate analyses were performed for group-design studies and single-subject studies using standardized mean change and percentage of nonoverlapping data (PND), respectively. The overall mean-weighted effect size (d) and PND for word problem-solving instruction were positive across the group-design studies (d = 1.848) and single-subject studies (PND = 95%). Implications for policymakers and researchers were discussed within the contexts of inclusive education, standard based movement, the response to intervention model, and mathematics education reform. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A