[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584636-105":59,"doc-detail-584636-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","a-meta-analysis-of-mathematics-instructional-interventions-for-students-with-learning-disabilities-technical-report","A Meta-analysis of Mathematics Instructional Interventions for Students with Learning Disabilities - Technical Report","","The study uses meta-analysis to synthesize evidence from randomized control trials and quasi-experimental research evaluating instructional approaches that improve mathematics proficiency for students with learning disabilities. Literature search from January 1971 to August 2007 identified 42 interventions (41 studies) meeting inclusion criteria. Four instructional component categories were analyzed via unconditional and conditional models, including instruction/curriculum design, formative assessment feedback, student-facing formative feedback, and peer-assisted instruction. Most components showed significant effects.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-meta-analysis-of-mathematics-instructional-interventions-for-students-with-learning-disabilities-technical-report/584636/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-meta-analysis-of-mathematics-instructional-interventions-for-students-with-learning-disabilities-technical-report/584636.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the meta-analysis?","Question",{"text":112,"@type":113},"To synthesize findings from randomized control trials and quasi-experimental research on instructional interventions that enhance mathematics proficiency for students with learning disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What time span and evidence base were used to select studies?",{"text":117,"@type":113},"The literature search covered January 1971 to August 2007 and resulted in 42 interventions (41 studies) that met the inclusion criteria.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instructional components were analyzed?",{"text":121,"@type":113},"Four categories were examined: approaches to instruction/curriculum design, formative assessment data and feedback to teachers, formative data and feedback to students with LD, and peer-assisted mathematics instruction.",{"name":123,"@type":110,"acceptedAnswer":124},"What instructional components showed practically and statistically important improvements?",{"text":125,"@type":113},"Teaching students to use heuristics and using explicit instruction were associated with practically and statistically important increases in effect size.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},584636,1792193207,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Meta-analysis of Mathematics Instructional Interventions for Students with Learning Disabilities:  \nTechnical Report  \n2009  \nRussell Gersten  \nInstructional Research Group  \nDavid J. Chard  \nSouthern Methodist University  \nMadhavi Jayanthi  \nInstructional Research Group  \nScott K. Baker  \nPacific Institutes for Research and University of Oregon  \nPaul Morphy  \nVanderbilt University  \nJonathan Flojo  \nUniversity of California at Irvine  \n2  \nThis research project was funded by the Center on Instruction under the Cooperative agreement S283B050034 with the U.S. Department of Education. The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and the Meadows Center for Preventing Educational Risk at the University of Texas at Austin.  \nPreferred citation:  \nGersten, R. , Chard, D. , Jayanthi, M. , Baker , S. , Morphy, P. , & Flojo, J. (2009) . A Metaanalysis of Mathematics Instructional Interventions for Students with Learning Disabilities: A Technical Report. Los Alamitos, CA: Instructional Research Group.  \nTo download a copy of this document, [visit www.inresg.org](visit www.inresg.org).  \n3  \nTable of Contents  \nAbstract………………………………………………………………………………4  \nIntroduction…………………………………………………………………………..5  \nMethod………………………………………………………………………………..9  \nResults…………………………………………………………………………….…30  \nDiscussion…………………………………………………………………………...48  \nReferences…………………………………………………………………………..65  \nFootnotes…………………………………………………………………………….80  \nTable 1……………………………………………………………………………….81  \nTable 2……………………………………………………………………………….82  \nAppendix A……………………………………………………………………….….84  \nAppendix B……………………………………………………………………….….89  \n4  \nAbstract  \nThe purpose of this study was to use meta-analysis to synthesize findings from randomized control trials and quasi-experimental research on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. A search of the literature from January 1971 to August 2007 resulted in a total of 42 interventions (41 studies) that met the criteria for inclusion in the study. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) providing formative assessment data and feedback to teacherson students’ mathematics performance, (c) providing formative data and feedback to students with LD on their mathematics performance, and (d) peer-assisted mathematics instruction. We first examined the effectiveness of each instructional component in isolation by determining unconditional stratified mean effects and heterogeneity. All instructional components except for student feedback with goal-setting and peerassisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We then examined the effectiveness of these same components conditionally, using hierarchical multiple regressions. We created a model to understand instructional variables that explain significant amounts of unique variance in outcomes. Two instructional components were associated with practically and statistically important increases in effect size – teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.  \n5  \nIntroduction  \nCurrent prevalence estimates for students with learning disabilities and deficits in mathematics competencies typically range from 5% to 7% of the school age population (Fuchs et al. , 2005; Geary, 2003; Gross-Tsur , Manor, & Shalev, 1996; Ostad, 1998) . When juxtaposed with the well-documented inadequate mathematics performance of students with learning disabilities (Bryant, Bryant, & Hammill, 2000; Cawley, Parmar, Yan, & Miller , 1998; Geary, 2003) , these esti","cbCaiaVhL9PsLt9H","https://ap.wps.com/l/cbCaiaVhL9PsLt9H","pdf",1113850,94,"English","# Abstract\n# Introduction\n# Method\n# Results\n# Discussion\n# References\n# Footnotes\n# Tables and Appendices\n## Table 1\n## Table 2\n## Appendix A\n## Appendix B","[{\"question\":\"What was the purpose of the meta-analysis?\",\"answer\":\"To synthesize findings from randomized control trials and quasi-experimental research on instructional interventions that enhance mathematics proficiency for students with learning disabilities.\"},{\"question\":\"What time span and evidence base were used to select studies?\",\"answer\":\"The literature search covered January 1971 to August 2007 and resulted in 42 interventions (41 studies) that met the inclusion criteria.\"},{\"question\":\"Which instructional components were analyzed?\",\"answer\":\"Four categories were examined: approaches to instruction/curriculum design, formative assessment data and feedback to teachers, formative data and feedback to students with LD, and peer-assisted mathematics instruction.\"},{\"question\":\"What instructional components showed practically and statistically important improvements?\",\"answer\":\"Teaching students to use heuristics and using explicit instruction were associated with practically and statistically important increases in effect size.\"}]","A Meta-analysis of Mathematics Instructional Interventions for Students with Learning Disabilities - Technical Report | PDF",1792051639,237]