Mathematical Word-problem Solving Interventions for Students with Learning Disabilities (LD) in Grades 5-12: A Synthesis of the Literature
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This paper is a synthesis of studies examining the effects of mathematical word-problem solving interventions for students with learning disabilities in the fifth through twelfth grades. A search of the published literature in peer-reviewed journals between 1989 and 2007 yielded a total of eleven intervention studies for students with learning disabilities in this grade group that met the criteria for this synthesis. Findings indicated that the interventions can be categorized into three groups: those employing schema-based intervention(n=6), those replying on cognitive/metacognitive intervention(n=4), and that primarily incorporating representational technique(n=1). While the studies employing schema-based intervention produced the highest effect sizes(mean ES=2.21) in group studies, and medium effect(mean PND = 77.88%) in single-subject design studies, one study employing representational technique produced the smallest effect size(ES=0.34). Additionally, relevant issues for future research are also discussed.
Abstract
This paper is a synthesis of studies examining the effects of mathematical word-problem solving interventions for students with learning disabilities in the fifth through twelfth grades. A search of the published literature in peer-reviewed journals between 1989 and 2007 yielded a total of eleven intervention studies for students with learning disabilities in this grade group that met the criteria for this synthesis. Findings indicated that the interventions can be categorized into three groups: those employing schema-based intervention(n=6), those replying on cognitive/metacognitive intervention(n=4), and that primarily incorporating representational technique(n=1). While the studies employing schema-based intervention produced the highest effect sizes(mean ES=2.21) in group studies, and medium effect(mean PND = 77.88%) in single-subject design studies, one study employing representational technique produced the smallest effect size(ES=0.34). Additionally, relevant issues for future research are also discussed.
참고문헌 (32)
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