Search results for: Baker Scott K.

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.