A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty

Abstract

In this synthesis, we reviewed 65 studies involving elementary students (i.e., grades 1–5) identified with mathematics difficulty (MD) in which authors implemented a mathematics intervention. Of these studies, we identified 33 group designs, 9 quasi-experimental designs, and 23 single-case designs. We aimed to synthesize performance differences between students with MD with and without reading difficulty (RD). We identified three categories of students for analysis: Students with MD+RD, MD-alone, or MD-nonspecified (i.e., no reading information provided). Overall, 80% of studies included students with MD-nonspecified, and the interventions for these students demonstrated strong effects. For the limited number of studies with students with MD+RD or MD-alone, intervention effects were strong for students with MD+RD and variable for students with MD-alone. In the three studies directly comparing the performance of students with MD+RD versus MD-alone, we noted differential patterns of performance. To tailor interventions to student need, more research must be conducted to understand whether students with MD with variable reading profiles respond differentially to mathematics intervention.

A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties

“…Students with MD display challenges with recalling mathematical facts, performing calculations, and applying mathematical reasoning, leading to low mathematics achievement (Powell et al, 2020). These challenges may be connected to a variety of cognitive factors, including verbal comprehension, working memory, and processing speed (Peterson et al, 2017; Willcutt et al, 2013), as well as mathematical factors, such as number sense (Slot et al, 2016), counting (Aunio et al, 2015), comparison (Toll & Van Luit, 2014), and mathematical language (Toll & Van Luit, 2014).…”

“…These challenges may be connected to a variety of cognitive factors, including verbal comprehension, working memory, and processing speed (Peterson et al, 2017; Willcutt et al, 2013), as well as mathematical factors, such as number sense (Slot et al, 2016), counting (Aunio et al, 2015), comparison (Toll & Van Luit, 2014), and mathematical language (Toll & Van Luit, 2014). As a result, students with MD typically score lower on measures of the WPS performance than their peers without MD (Powell et al, 2020).…”

“…To demonstrate proficiency in mathematics, the National Assessment of Educational Progress (NAEP) and other state-level high-stakes mathematics tests require students to apply their knowledge and skills to solve mathematical word problems (Ockey, 2007; Powell et al, 2020). As early as kindergarten, mathematics standards include language related to solving word problems and applying mathematical knowledge and skills to solve such problems.…”

Tracking Familial History of Reading and Math Difficulties in Children’s Academic Outcomes

“…This hypothesis on the phonological pathway may elicit the consideration of incorporating literacy contents in classroom instruction and interventions focusing on numeracy materials. Some reports have suggested that children with single or comorbid difficulties in reading and/or math could benefit from some forms of combined reading and math remediations (e.g., Fuchs et al, 2012 ; Glenberg et al, 2012 ; Powell et al, 2020 ).…”

Identifying and supporting children with learning disabilities

“…Also important for transfer is contextual variation in which students solve standard and nonstandard problems with similar underlying conceptual structures to improve more abstract mathematical reasoning, such as relational understanding of the equal sign (e.g. 4 + x = 7 vs. 7 = x + 4) (Powell et al, 2020). For children who do not respond to the combination of high-quality…”