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Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects. The authors also examined the effectiveness of these components conditionally, using hierarchical multiple regressions.
Updated: Nov. 30, 2009