Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson, Jens; Filges, Trine; Seerup, Julie Kaas; Klokker, Rasmus; Viinholt, Bjørn C. A.; Bøg, Martin; Eiberg, Misja

doi:10.1002/cl2.1152

Cited by 32 publications

(37 citation statements)

References 582 publications

(342 reference statements)

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“…Furthermore, if more academic training involves more use of EF skills, then longer academic interventions may improve EF skills more than shorter interventions. However, the duration of the intervention may have countervailing effects because a long intervention for example increases stigma or make children demotivated (see e.g., Dietrichson, 2017; Dietrichson, 2021; Wanzek, 2006, 2013; for reviews finding negative or null associations between duration and effects on academic skills).…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

Dietrichson

Thomsen

Seerup

et al. 2022

Campbell Systematic Reviews

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This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school‐based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at‐risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.

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Section: Introductionmentioning

confidence: 99%

PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

Dietrichson

Thomsen

Seerup

et al. 2022

Campbell Systematic Reviews

Self Cite

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“…This may in part be due to the high level of support needed by the target students, who were classified as having substantial or extensive support needs under the NCCD, although it could also reflect the training and experience of the LAST. This use of LASTs, although not consistent with the intent of departmental advice, may not necessarily be problematic in terms of improving student outcomes, given that small group interventions for students with difficulties in reading and mathematics is an effective strategy (Dietrichson et al, 2021). However, more research is needed to determine if and how LASTs implement individual or small group interventions that meet student needs.…”

Section: Discussionmentioning

confidence: 99%

Supporting Students With Disability: Learning and Support Teachers and Learning Support Teams in NSW Schools

Stephenson

Carter²,

Webster³

et al. 2022

Australas. j. spec. incl. educ.

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There are various models for supporting students with disability and their teachers in mainstream schools. In New South Wales, each school has a learning and support teacher allocation and the New South Wales Department of Education recommends each school have a learning support team. This paper draws on in-depth interviews with school staff from 22 schools, including 16 learning and support teachers, 20 class teachers, 25 school executives and other stakeholders. We report here on the role of learning and support teachers and learning support teams in planning, implementing and evaluating adjustments and on the operation of learning support teams. Qualitative analysis of the interview transcripts revealed two kinds of learning support teams: those that focus on a particular student and those that oversee the education and resource provision for all students with disability in a school. Some teams had more of a focus on administration and resourcing, while others dealt more with educational adjustments. Similarly, some learning and support teachers were more involved in administrative and liaison roles, while others were more active in supporting teachers and providing services directly to students. The most detailed descriptions of support were provided by learning and support teachers with special education qualifications.

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“…That is, the reason for the low number of studies from other countries may have less to do with institutional constraints and more to do with the tradition of quantitative educational research being stronger in the USA than elsewhere (see e.g., Dietrichson et al, 2020Dietrichson et al, , 2021 for a similar pattern of USA-dominance regarding interventions targeting students with academic difficulties).…”

Section: Implications For Practicementioning

confidence: 99%

“…However, it is important to point out that service learning is, in our view, potentially applicable in a wide range of contexts, and service learning interventions could be implemented in many more countries than those found in the studies we included. That is, the reason for the low number of studies from other countries may have less to do with institutional constraints and more to do with the tradition of quantitative educational research being stronger in the USA than elsewhere (see e.g., Dietrichson et al, 2020, 2021, for a similar pattern of USA‐dominance regarding interventions targeting students with academic difficulties).…”

Section: Authors' Conclusionmentioning

confidence: 99%

Service learning for improving academic success in students in grade K to 12: A systematic review

Filges

Dietrichson

Viinholt

et al. 2022

Campbell Systematic Reviews

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Background School‐based service‐learning is a teaching strategy that explicitly links community service to academic instruction. It is distinctive from traditional voluntarism or community service in that it intentionally connects service activities with curriculum concepts and includes structured time for reflection. Service learning, by connecting education to real world issues and allowing students to address problems they identify, may be particularly efficacious as it increases engagement and motivates students, in particular students who might not respond well to more traditional teaching methods. Objectives The main objective was to answer the following research question: What are the effects of service learning on academic success, neither employed, nor in education or training (NEET) status post compulsory school, personal and social skills, and risk behaviour of students in primary and secondary education (grades kindergarten to 12)? Further, we wanted to investigate study‐level summaries of participant characteristics (e.g., gender, age or socioeconomic level) and quality of the service learning programme. Search Methods We identified relevant studies through electronic searches of bibliographic databases, governmental and grey literature repositories, hand search in specific targeted journals, citation tracking, and Internet search engines. The database searches were carried out in November 2019 and other resources were searched in October 2020. We searched to identify both published and unpublished literature, and reference lists of included studies and relevant reviews were searched. Selection Criteria The intervention was service learning which can be described as a curriculum‐based community service that integrates classroom instruction (such as classroom discussions, presentations, or directed writing) with community service activities. We included children in primary and secondary education (grades kindergarten to 12) in general education. Our primary focus was on measures of academic success and NEET status. A secondary focus was on measures of personal and social skills, and risk behaviour (such as drug and alcohol use, violent behaviour, sexual risk taking). All study designs that used a well‐defined control group were eligible for inclusion. Studies that utilised qualitative approaches were not included. Data Collection and Analysis The total number of potentially relevant studies constituted 13,719 hits. A total of 37 studies met the inclusion criteria. The 37 studies analysed 30 different populations. Only 10 studies (analysing nine different populations) could be used in the data synthesis. Eighteen studies could not be used in the data synthesis as they were judged to have critical risk of bias and, in accordance with the protocol, were excluded from the meta‐analysis on the basis that they would be more likely to mislead than inform. Five studies did not provide enough information enabling us to calculate an effects size and standard error, and one study did not provide enough ...

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Cited by 32 publications

References 582 publications

PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

Supporting Students With Disability: Learning and Support Teachers and Learning Support Teams in NSW Schools

Service learning for improving academic success in students in grade K to 12: A systematic review

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