A follow-up meta-analysis for word-problem-solving interventions for students with mathematics difficulties

Dake Zhang, Yan Ping Xin

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

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 groupdesign 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 singlesubject 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.

Original languageEnglish (US)
Pages (from-to)303-318
Number of pages16
JournalJournal of Educational Research
Volume105
Issue number5
DOIs
StatePublished - Aug 1 2012

All Science Journal Classification (ASJC) codes

  • Education

Keywords

  • intervention
  • mathematics difficulties
  • metaanalysis

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