ERIC Number: EJ1257093
Record Type: Journal
Publication Date: 2020
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
A Synthesis of Elementary Mathematics Interventions: Comparisons of Students with Mathematics Difficulty with and without Comorbid Reading Difficulty
Powell, Sarah R.; Doabler, Christian T.; Akinola, Olayemi A.; Therrien, William J.; Maddox, Steven A.; Hess, Katherine E.
Journal of Learning Disabilities, v53 n4 p244-276 Jul-Aug 2020
In this synthesis, we reviewed 65 studies involving elementary students (i.e., grades 1-5) identified with mathematics difficulty (MD) in which authors implemented a mathematics intervention. Of these studies, we identified 33 group designs, 9 quasi-experimental designs, and 23 single-case designs. We aimed to synthesize performance differences between students with MD with and without reading difficulty (RD). We identified three categories of students for analysis: Students with MD+RD, MD-alone, or MD-nonspecified (i.e., no reading information provided). Overall, 80% of studies included students with MD-nonspecified, and the interventions for these students demonstrated strong effects. For the limited number of studies with students with MD+RD or MD-alone, intervention effects were strong for students with MD+RD and variable for students with MD-alone. In the three studies directly comparing the performance of students with MD+RD versus MD-alone, we noted differential patterns of performance. To tailor interventions to student need, more research must be conducted to understand whether students with MD with variable reading profiles respond differentially to mathematics intervention.
Descriptors: Intervention, Reading Difficulties, Comorbidity, Mathematics Skills, Elementary School Students, Students with Disabilities, Educational Research, Classification, At Risk Students, Learning Problems, Learning Disabilities, Instructional Effectiveness, Mathematics Instruction, Children, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1720958