Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson
{"title":"语言干预对英语学习者数学成绩的影响:文献荟萃分析","authors":"Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson","doi":"10.1111/ldrp.12239","DOIUrl":null,"url":null,"abstract":"<p>This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges’ <i>g</i> of 0.26 in favor of the interventions relative to the control conditions, whereas single-subject studies yielded a mean Percentage of Non-Overlapping Data of 81.01% and <i>Phi</i> coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single-subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one-to-one instruction. The implications for practice and future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12239","citationCount":"9","resultStr":"{\"title\":\"Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature\",\"authors\":\"Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson\",\"doi\":\"10.1111/ldrp.12239\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges’ <i>g</i> of 0.26 in favor of the interventions relative to the control conditions, whereas single-subject studies yielded a mean Percentage of Non-Overlapping Data of 81.01% and <i>Phi</i> coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single-subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one-to-one instruction. The implications for practice and future research are discussed.</p>\",\"PeriodicalId\":47426,\"journal\":{\"name\":\"Learning Disabilities Research & Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2021-01-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1111/ldrp.12239\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Disabilities Research & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12239\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12239","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature
This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single-subject studies yielded a mean Percentage of Non-Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single-subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one-to-one instruction. The implications for practice and future research are discussed.