ERIC Number: EJ922579
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
How Can Meta-Analyses Guide Practice? A Review of the Learning Disability Research Base
Therrien, William J.; Zaman, Maliha; Banda, Devender R.
Remedial and Special Education, v32 n3 p206-218 May-Jun 2011
Meta-analysis is considered an acceptable method to evaluate research studies for evidence-based practices. The purpose of this review is to examine the applicability of using meta-analyses in the learning disability field to guide classroom practice. The authors evaluated 15 learning disability meta-analyses in three domains: large-scale analyses, academic, and social. Results indicate that although meta-analyses provide strong support for general components of effective instruction, they are unable to provide definitive answers for practitioners looking for concrete suggestions of what evidence-based practices to implement in their classrooms. (Contains 3 tables.)
Descriptors: Evidence, Learning Disabilities, Teaching Methods, Meta Analysis, Educational Practices, Classroom Techniques, Theory Practice Relationship, Literature Reviews, Intervention, Educational Strategies, Academic Accommodations (Disabilities), Instructional Effectiveness
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A