Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

2019 ◽  
pp. 073194871989202
Author(s):  
Meijia Liu ◽  
Diane Pedrotty Bryant ◽  
Elly Kiru ◽  
Maryam Nozari
Keyword(s):  
Learning Disabilities ◽  
Intervention Studies ◽  
Single Case ◽  
Technical Information ◽  
Student Outcome ◽  
Students With Learning Disabilities ◽  
Intervention Treatment ◽  
Methodological Rigor ◽  
Single Case Designs ◽  
Skill Modeling

The purpose of this study was to examine geometry interventions for students with learning disabilities. We synthesized nine intervention studies by focusing on the geometry concepts and skills taught to students with learning disabilities, intervention types used, instructional components embedded, and the methodological rigor of the studies. Intervention studies were mainly single-case designs. The geometry topics included angle recognition, and perimeter, area, and volume problems. The findings of this synthesis contribute to the current literature by showing that geometry interventions for students with learning disabilities incorporated proven effective instructional components (e.g., multiple representations, skill modeling). Regarding the methodological rigor, the results showed several issues, including the lack of description of interventionist training, intervention treatment fidelity, and adequate technical information for student outcome measures. Limitations of the studies and suggestions for future intervention research are discussed.

The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

2017 ◽  
Vol 38 (4) ◽  
pp. 233-245 ◽  
Author(s):  
Min Kyung Kim ◽  
John William McKenna ◽  
Yujeong Park
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Single Case ◽  
Evidence Base ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
What Works ◽  
What Works Clearinghouse ◽  
Assisted Instruction

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

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.

Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

2020 ◽  
pp. 073194872095864
Author(s):  
Kristie L. Calvin ◽  
Shelley Gray
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Single Case ◽  
Students With Learning Disabilities ◽  
Double Bubble ◽  
School Students ◽  
English Bilingual ◽  
Compare And Contrast

The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall TAU-U effect sizes (.94) showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.

The Efficacy of Function-Based Interventions for Students with Learning Disabilities Who Exhibit Escape-Maintained Problem Behaviors: Preliminary Results from a Single-Case Experiment

2003 ◽  
Vol 26 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Mack D. Burke ◽  
Shanna Hagan-Burke ◽  
George Sugai
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Problem Behaviors ◽  
Single Case ◽  
Behavioral Assessment ◽  
Preliminary Evidence ◽  
Functional Behavioral Assessment ◽  
Single Subject ◽  
Students With Learning Disabilities ◽  
Academic Tasks

This single-subject experiment explored the use of functional behavioral assessment to develop an intervention plan for a third-grade student with a learning disability, who exhibited high rates of problem behaviors during reading instruction. A functional analysis of the subject's behaviors revealed a relation between his problem behaviors and the nature of the academic tasks presented during reading instruction. The results provide preliminary evidence to support the use of functional behavioral assessment to influence instructional planning designed to improve the behaviors of students who exhibit escape-maintained problem behaviors related to academic tasks. The results are of particular relevance as researchers continue to explore effective interventions that support students with learning disabilities.

The Effects of Text-to-Speech on Reading Outcomes for Secondary Students With Learning Disabilities

2018 ◽  
Vol 34 (2) ◽  
pp. 80-91 ◽  
Author(s):  
Mary Cece Young ◽  
Carrie Anna Courtad ◽  
Karen H. Douglas ◽  
Yun-Ching Chung
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Text To Speech ◽  
Reading Outcomes

This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed with implications for practice and recommendations for future research to increase the use of TTS in the classroom.

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