语言干预对英语学习者数学成绩的影响:文献荟萃分析

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-01-19 DOI:10.1111/ldrp.12239
Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson
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引用次数: 9

摘要

本荟萃分析综合了以语言为中心(数学词汇)干预对英语学习者数学表现结果的影响。我们纳入了从幼儿园到8年级儿童的组和单受试者设计研究(组3766名学生,单受试者30名)。相对于对照条件,组研究的平均Hedges ' g为0.26,而单受试者研究的平均非重叠数据百分比为81.01%,相对于基线的Phi系数为0.66。虽然小组研究产生了较小的效应量(ESs),但我们发现年级水平、干预重点和干预时间的显著调节因子。单受试者研究的ES比分组研究高,通常被认为是有效的,具有较高的ES。这一发现归因于对有数学困难的儿童的直接关注和一对一的指导。最后讨论了对实践和未来研究的启示。
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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.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
期刊最新文献
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