The Effect of Number Sense Improvement Program Using of Evidence-Based Instruction on Number Composition and Decomposition Fluency and Basic Facts of Students At-Risk for Math Learning Disabilities

Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete–representational–abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical outcomes of students at risk or identified with a disability. A total of 53 studies were included in the review. The Tau- U effect size (ES) across studies ranged from 0.34 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.87, 0.95]). The between-case standardized mean difference for individual studies ranged from 0.03 to 18.58. Moderator analyses revealed that out of nine variables analyzed (i.e., study quality, design, age, interventionist, manipulative type, perceptual richness, math concept, dependent variable, and disability category), only disability category served as a moderator. Implications for research and practice are discussed.

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Discrepancies between perceptions of first-grade students at risk for learning disabilities, their parents and teachers

European Journal of Special Needs Education ◽

10.1080/08856257.2019.1603600 ◽

2019 ◽

Vol 34 (5) ◽

pp. 702-711 ◽

Cited By ~ 2

Author(s):

Evguenia Shilshtein ◽

Malka Margalit

Keyword(s):

At Risk ◽

Learning Disabilities ◽

First Grade ◽

Students At Risk

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Writing and Writing Difficulties From Primary Grades to College

Learning Disability Quarterly ◽

10.1177/0731948715592154 ◽

2015 ◽

Vol 39 (1) ◽

pp. 3-4 ◽

Cited By ~ 3

Author(s):

Steve Graham ◽

Tracey E. Hall

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Elementary School ◽

Writing Process ◽

Evidence Based ◽

Students With Learning Disabilities ◽

Writing Difficulties ◽

Evidence Based Practices ◽

Considerable Difficulty ◽

Students With Ld

In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

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