Students With Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research

2020 ◽  
Vol 86 (4) ◽  
pp. 393-412 ◽  
Author(s):  
Stephen Ciullo ◽  
Alyson Collins ◽  
Daniel R. Wissinger ◽  
John William McKenna ◽  
Yu-Ling Lo ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Variance Estimation ◽  
Meta Analysis ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Historical Reasoning ◽  
The Social ◽  
Comparison Groups ◽  
Meta Analyses

This meta-analysis synthesized over 40 years of research ( k = 42 studies) in the social studies for students with learning disabilities. We analyzed the various mechanisms that researchers have used to improve outcomes in the social studies by conducting a subgroup investigation of interventions targeting the following instructional categories: (a) content acquisition, (b) general literacy in social studies, (c) alternative or digitized text, and (d) historical reasoning. The subgroup meta-analyses resulted in considerable variability across study and intervention components. Meta-analysis robust variance estimation procedures were used to aggregate standardized mean difference effect sizes of treatment and comparison groups. Implications for future research and suggestions for classroom instruction are provided.

scholarly journals A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

2020 ◽  
pp. 074193252096491
Author(s):  
Mikyung Shin ◽  
Diane P. Bryant ◽  
Sarah R. Powell ◽  
Pyung-Gang Jung ◽  
Min Wook Ok ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Word Problem ◽  
Variance Estimation ◽  
Single Case ◽  
Meta Analysis ◽  
Estimation Method ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Future Research ◽  
Students With Learning Disabilities

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.

scholarly journals A meta-analysis of single-case research on word-problem instruction for students with learning disabilities

2020 ◽  
Author(s):  
Mikyung Shin ◽  
Diane Bryant ◽  
Sarah R. Powell ◽  
Pyung-Gang Jung ◽  
Min Wook Ok ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Word Problem ◽  
Variance Estimation ◽  
Single Case ◽  
Meta Analysis ◽  
Estimation Method ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Future Research ◽  
Students With Learning Disabilities

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.

A Synthesis and Meta-Analysis of Reading Interventions Using Social Studies Content for Students With Learning Disabilities

2012 ◽  
Vol 47 (2) ◽  
pp. 178-195 ◽  
Author(s):  
Elizabeth Swanson ◽  
Angela Hairrell ◽  
Shawn Kent ◽  
Stephen Ciullo ◽  
Jeanne A. Wanzek ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Students With Learning Disabilities

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

A Systematic Review and Meta-Analysis of Cyber-Victimization and Educational Outcomes for Adolescents

2017 ◽  
Vol 87 (2) ◽  
pp. 283-308 ◽  
Author(s):  
Joseph H. Gardella ◽  
Benjamin W. Fisher ◽  
Abbie R. Teurbe-Tolon
Keyword(s):  
Systematic Review ◽  
Educational Outcomes ◽  
Variance Estimation ◽  
School Attendance ◽  
Meta Analysis ◽  
Time Frame ◽  
Future Research ◽  
Cyber Victimization ◽  
Meta Analyses ◽  
The Relationship

Adolescents’ Internet use is increasingly mobile, private, and unsupervised, which raises concerns given that the Internet increasingly serves as a medium for experiencing victimization. Although it is widely recognized that in-person victimization has a deleterious effect on adolescents’ educational outcomes, the extent to which cyber-victimization has similar effects is less well known. This systematic review and meta-analysis offers a synthesis of the relationship between cyber-victimization and educational outcomes of adolescents aged 12 to 17, including 25 effect sizes from 12 studies drawn from a variety of disciplines. A series of random-effects meta-analyses using robust variance estimation revealed associations between cyber-victimization and higher school attendance problems (r = .20) and academic achievement problems (r = .14). Results did not differ by provided definition, publication status, reporting time frame, gender, race/ethnicity, or average age. Implications for future research are discussed within context of theoretical, critical, and applied discussions.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

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