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Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

Instructional Research Group

David J. Chard

Southern Methodist University

Madhavi Jayanthi

Instructional Research Group

Scott K. Baker

Pacific Institutes for Research and University of Oregon

Paul Morphy

Vanderbilt University

Jonathan Flojo

University of California at Irvine

RUSSELL GERSTEN, PhD, is executive director of Instructional Research Group, 4281 Katella Ave., Suite 205, Los Alamitos, CA 90720; e-mail: rgersten{at}inresg.org; and professor emeritus at the University of Oregon. He served as a member of the National Mathematics Advisory Panel and is a principal investigator for the What Works Clearinghouse. He is also the director of the Math Strand for the Center on Instruction.

DAVID J. CHARD, PhD, is the Leon Simmons Endowed Dean of the Annette Caldwell Simmons School of Education and Human Development and Professor in the Department of Teaching and Learning at Southern Methodist University, PO Box 750382, Dallas, TX 75275-0382; e-mail: dchard{at}mail.smu.edu. His areas of research and teaching are instructional design and interventions in literacy and mathematics for students at risk for school failure.

MADHAVI JAYANTHI, EdD, is a research associate at Instructional Research Group, 4281 Katella Ave., Suite 205, Los Alamitos, CA 90720; e-mail: madhavi{at}inresg.org. Her research interests include effective instructional techniques for students with disabilities and at-risk learners.

SCOTT K. BAKER, PhD, is the associate director of the Center on Teaching and Learning at the University of Oregon and the director of Pacific Institutes for Research, 1600 Millrace Drive, Suite 109, Eugene, OR 97403; e-mail: sbaker{at}uoregon.edu. Dr. Baker is the also the director of the Oregon Reading First Center. Dr. Baker’s research interests focus on early literacy and mathematics and the education needs of students with learning difficulties and English learners.

PAUL MORPHY is a predoctoral fellow at Vanderbilt University, Department of Special Education, Peabody College of Vanderbilt University, 230 Appleton Place (Box 328), Nashville, TN 37203; e-mail: paul.morphy{at}vanderbilt.edu.

JONATHAN R. FLOJO, PhD, is a staff psychologist at the University of California at Irvine Counseling Center, 203 Student Services 1, Irvine, CA 92697-2200; e-mail: jonathan.f5{at}gmail.com. He received his PhD in counseling psychology from the University of Oregon. His professional work centers on educational equity, health policy, program evaluation, and policy analysis.

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. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.

Key Words: mathematical education • special education • meta-analysis

Review of Educational Research, Vol. 79, No. 3, 1202-1242 (2009)
DOI: 10.3102/0034654309334431


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