Experimental Intervention Research on Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes

Educational games play an essential role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of educational games in improving EFL vocabulary learning of early childhood students with learning disabilities in the target language. Researchers have begun to research how games are used in class to enhance vocabulary learning. This paper investigates the effects of educational games on EFL vocabulary learning of early childhood students with learning disabilities based on a literature review. Many studies focus on educational games' effect on various aspects of education. This concept paper aims to shed light on some of the benefits of games and the challenges teachers and early childhood children face in using educational games. This paper's results show that games are used not only for the success of early childhood students with learning disabilities in EFL classes but, more importantly, to motivate them and increase cooperation between children. Additionally, the results indicate that there are advantages and disadvantages of using games to learn English vocabulary.

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Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis.

Journal of Educational Psychology ◽

10.1037/edu0000453 ◽

2020 ◽

Vol 112 (7) ◽

pp. 1388-1408

Author(s):

Amy E. Lein ◽

Asha K. Jitendra ◽

Michael R. Harwell

Keyword(s):

Learning Disabilities ◽

Problem Solving ◽

Word Problem ◽

Meta Analysis ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Mathematics Difficulties ◽

Mathematical Word Problem

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Learning Disabilities and Anxiety: A Meta-Analysis

Journal of Learning Disabilities ◽

10.1177/0022219409359939 ◽

2010 ◽

Vol 44 (1) ◽

pp. 3-17 ◽

Cited By ~ 85

Author(s):

Jason M. Nelson ◽

Hannah Harwood

Keyword(s):

Learning Disabilities ◽

Meta Analysis ◽

Statistical Significance ◽

Empirical Literature ◽

Inclusion Criteria ◽

Students With Learning Disabilities ◽

Moderator Effects ◽

Students With Ld ◽

Substantial Heterogeneity ◽

Clinic Hospital

This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude ( d = .61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.

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Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers

Council review ◽

10.1177/0014402916664070 ◽

2016 ◽

Vol 83 (2) ◽

pp. 199-218 ◽

Cited By ~ 33

Author(s):

Steve Graham ◽

Alyson A. Collins ◽

Hope Rigby-Wills

Keyword(s):

Learning Disabilities ◽

Meta Analysis ◽

Effect Sizes ◽

Students With Learning Disabilities ◽

Writing Quality ◽

Research And Practice ◽

Students With Ld ◽

Weighted Effect ◽

Typically Achieving ◽

Calculated Average

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

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