NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ922579
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0741-9325
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.)
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A