This meta-analysis synthesized over 40 years of research (k = 42 studies) in the social studies for students with learning disabilities. We analyzed the various mechanisms that researchers have used to improve outcomes in the social studies by conducting a subgroup investigation of interventions targeting the following instructional categories: (a) content acquisition, (b) general literacy in social studies, (c) alternative or digitized text, and (d) historical reasoning. The subgroup meta-analyses resulted in considerable variability across study and intervention components. Meta-analysis robust variance estimation procedures were used to aggregate standardized mean difference effect sizes of treatment and comparison groups. Implications for future research and suggestions for classroom instruction are provided.

中文翻译：

---

社会研究中有学习障碍的学生：干预研究的元分析

这项荟萃分析综合了 40 多年针对学习障碍学生的社会研究（k = 42 项研究）。我们通过对针对以下教学类别的干预措施进行亚组调查，分析了研究人员用来改善社会研究结果的各种机制：(a) 内容获取，(b) 社会研究中的一般素养，(c) 替代或数字化文本，以及 (d) 历史推理。亚组荟萃分析导致研究和干预组成部分之间存在相当大的差异。Meta 分析稳健方差估计程序用于汇总治疗组和对照组的标准化平均差异效应大小。提供了对未来研究的影响和对课堂教学的建议。